Abstract
Aim
To explore the concept of reasonable adjustment in Scottish pre-registration nursing education.
Background
It is a statutory requirement for providers of nursing education in the United Kingdom to implement reasonable adjustments to support student nurses with disabilities while maintaining academic and professional standards. However, anecdotally the type of reasonable adjustment (reasonable accommodations) available within universities and practice placements settings appeared inconsistent.
Design
Two-phase sequential mixed methods study underpinned by pragmatism. Descriptive statistics and thematic analysis were used.
Findings
There are considerable differences in the availability, type and implementation of reasonable adjustments across pre-registration nursing education programs in Scotland. Multiple factors contribute to the variability including attitudes, disclosure, the education setting, perceptions about pre-registration nursing education standards and understanding of legislation, as well as personal values and beliefs. This results in a variety of resolutions being applied to making reasonable adjustments.
Conclusions
Reasonable adjustment is a wicked problem – the concept is complex, ill-defined, multifactorial and has no simple answer. Nursing education stakeholder collaboration is required to facilitate an open debate to identify acceptable resolutions and guidance about reasonable adjustment to underpin policy, practice and education standards. This will ensure contextualized, individualized, and student-centered support.
To explore the concept of reasonable adjustment in Scottish pre-registration nursing education.
Background
It is a statutory requirement for providers of nursing education in the United Kingdom to implement reasonable adjustments to support student nurses with disabilities while maintaining academic and professional standards. However, anecdotally the type of reasonable adjustment (reasonable accommodations) available within universities and practice placements settings appeared inconsistent.
Design
Two-phase sequential mixed methods study underpinned by pragmatism. Descriptive statistics and thematic analysis were used.
Findings
There are considerable differences in the availability, type and implementation of reasonable adjustments across pre-registration nursing education programs in Scotland. Multiple factors contribute to the variability including attitudes, disclosure, the education setting, perceptions about pre-registration nursing education standards and understanding of legislation, as well as personal values and beliefs. This results in a variety of resolutions being applied to making reasonable adjustments.
Conclusions
Reasonable adjustment is a wicked problem – the concept is complex, ill-defined, multifactorial and has no simple answer. Nursing education stakeholder collaboration is required to facilitate an open debate to identify acceptable resolutions and guidance about reasonable adjustment to underpin policy, practice and education standards. This will ensure contextualized, individualized, and student-centered support.
| Original language | English |
|---|---|
| Article number | 100200 |
| Journal | Science Talks |
| DOIs | |
| Publication status | Published - 21 Mar 2023 |