Abstracts
Abstract
Introduction: Post-secondary institutions are seeing increasing numbers of students requiring accommodation. In the clinical education of nursing students with physical and/or sensory disabilities, it is unclear what strategies are available to promote students’ success.
Objective: The objective of this scoping review protocol is to identify the available evidence on strategies that have been implemented to support the clinical education of nursing students who require accommodation for a physical and/or sensory disability in the learning environment.
Inclusion Criteria: This scoping review will consider studies that include nursing students with physical and/or sensory disabilities in any regulated nursing designation programs that use clinical placements as a component of nursing education. Peer-reviewed quantitative, qualitative, and mixed-methods studies; systematic reviews; unpublished dissertations; policy reports from schools of nursing; and text and opinion papers that focus on clinical education of nursing students will be included without limitations on language.
Methods: Databases to be searched include Ovid MEDLINE, CINAHL (EBSCO), ERIC (EBSCO), APA PsycInfo (EBSCO), Web of Science, and Scopus. Unpublished studies and gray literature searches will be undertaken in ProQuest Dissertations & Theses and a limited number of relevant nursing websites. No limit on date or region will be applied. Records will be screened and extracted by two independent reviewers. Results will be presented as tables with an accompanying narrative summary.
Discussion: As the number of students with physical and/or sensory disabilities in nursing education increases, nursing programs and educators must be aware of how to support these students to complete their education. The clinical learning environment poses unique challenges that need to be explored further. Findings will have implications for policy and programming in nursing education.
Keywords:
- accommodations,
- clinical placements,
- education,
- nursing students,
- physical disability,
- sensory disability
Résumé
Introduction : Un nombre grandissant d’étudiantes et étudiants d’établissements d’enseignement post-secondaires ont besoin de mesures d’accommodement. Dans la formation clinique infirmière, les stratégies offertes pour favoriser la réussite des étudiantes et étudiants ayant une incapacité physique ou sensorielle ne sont pas clairement établies.
Objectif : Le but de ce protocole pour une revue de la portée est de repérer les données probantes concernant des stratégies qui ont été mises en œuvre pour soutenir la formation clinique des étudiantes et étudiants en sciences infirmières ayant besoin de mesures d’accommodement en raison d’une incapacité physique ou sensorielle dans leur milieu d’apprentissage.
Critères d’inclusion : Cette revue de la portée considérera les études qui incluent des étudiantes infirmières et étudiants infirmiers ayant une incapacité physique ou sensorielle inscrits dans un programme menant à l’obtention d’un droit de pratique qui ont recours à des stages en milieu clinique dans le cadre de la formation infirmière. Les études quantitatives, qualitatives et à méthodes mixtes évaluées par les pairs; les revues systématiques; les thèses non publiées; les documents de politiques des écoles de sciences infirmières; les textes et les articles d’opinions portant sur la formation clinique des étudiantes infirmières et étudiants infirmiers seront inclus sans limitation à l’égard de la langue.
Méthodes : Les bases de données à consulter incluent Ovid MEDLINE, CINAHL (EBSCO), ERIC (EBSCO), APA PsycInfo (EBSCO), Web of Science et Scopus. Le repérage d’études non publiées et de littérature grise sera effectué dans ProQuest Dissertations & Theses ainsi que dans un nombre limité de sites Web pertinents en sciences infirmières. Il n’y aura pas de limite de date ou de région. Les documents seront examinés et les données extraites par deux réviseures ou réviseurs indépendants. Les résultats seront présentés sous forme de tableaux accompagnés d’un compte rendu sommaire.
Discussion : Comme le nombre d’étudiantes et étudiants en sciences infirmières ayant une incapacité physique ou sensorielle augmente, les programmes et les corps enseignants en sciences infirmières doivent pouvoir soutenir ces étudiantes et étudiants pour qu’ils terminent leurs études. Les environnements d’apprentissage cliniques posent des défis uniques qui doivent être étudiés davantage. Les conclusions entraîneront des répercussions sur les politiques et les programmes de formation en sciences infirmières.
Appendices
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