Processes, Experiences, and Outcomes Associated With Accommodation and Nursing Students With Disabilities: A Scoping Review

Janes, Nadine; Fegan, Mary; Beekhoo, Zoraida; Gray, Mikaela

doi:https://doi.org/10.17483/ms7sc376

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Revisiting Frameworks for Nursing Education Knowledge Development / Repenser les cadres guidant le développement des connaissances en formation infirmière

Two-Stage Exams in Undergraduate Nursing Education: A Descriptive Study on the Reduction of Barriers and Grade Inflation

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Abstract

Background: More accessible nursing programs for a broader segment of society, including students with disabilities, will enhance diversity of thought in program curricula and representation among nurse graduates. Key to realizing these benefits is the ways in which nurse educators can best promote accessible and inclusive learning environments for nursing students with disabilities.

Purpose: We completed a scoping review of published research reports, non-research publications, and dissertations related to accommodation and baccalaureate nursing students with disabilities. The review explored what is known from existing literature about the processes, experiences, and outcomes associated with classroom and clinical accommodation for nursing students with disabilities from the perspectives of learners and educators.

Method: Online databases were used to identify literature that was written in English, published from 1990 to 2024, and focused on accommodation for nursing students with any visible or invisible disability within a nursing program leading to registered nurse status. Arksey and O’Malley’s (2005) methodological framework guided the selection of 84 publications, charting of the data, and summarizing results.

Results: Accommodation processes are linked to disclosure, require collaboration, need to account for context, and must comply with legislation. The experience of accommodation for nursing students ranges from worrisome to supportive, while faculty experiences are similarly varied: feelings range from skepticism and internal struggle to acceptance and willingness. No standardized process and no universally accepted target outcome exist for the accommodation process. Tensions and uncertainties about how to best support nursing students with disabilities are ongoing.

Conclusions: Intersectoral collaborative scholarly work is needed to advance practices for managing the complexities associated with the accommodation process in nursing education. Evidence is needed to ensure the process promotes equitable and inclusive experiences for nursing students with disabilities and supports nurse educators in managing their primary role through ample resources and professional development opportunities.

Keywords:

accommodation,
disability,
nursing students

Résumé

Contexte : Rendre les programmes de sciences infirmières plus accessibles à un segment plus large de la société, y compris aux étudiantes et étudiants en situation de handicap, renforcera la diversité des perspectives dans les programmes d’études et la représentativité parmi les diplômées et diplômés en sciences infirmières. Pour réaliser ces avantages, il est essentiel que les infirmières et infirmiers enseignants puissent promouvoir des environnements d’apprentissage accessibles et inclusifs pour les étudiantes et étudiants en situation de handicap.

Objectif : Nous avons réalisé une revue de la portée comportant des rapports de recherche publiés, des publications non fondées sur la recherche et des thèses liés aux mesures d’accommodement et aux étudiantes et étudiants au baccalauréat en sciences infirmières en situation de handicap. Cette revue a examiné ce que la littérature existante révèle au sujet des processus, des expériences et des résultats associés aux mesures d’accommodement en classe et en milieu clinique pour les étudiantes et étudiants en sciences infirmières en situation de handicap, selon les perspectives des apprenantes et apprenants ainsi que des personnes enseignantes.

Méthode : Des bases de données en ligne ont été utilisées pour repérer la littérature rédigée en anglais, publiée entre 1990 et 2024, et portant sur les mesures d’accommodement pour les étudiantes et étudiants en sciences infirmières ayant un handicap visible ou invisible au sein d’un programme menant au statut d’infirmière ou infirmier autorisé. Le cadre méthodologique d’Arksey et O’Malley (2005) a guidé la sélection de 84 publications, la consignation des données et la synthèse des résultats.

Résultats : Les processus d’accommodement sont liés à la divulgation, nécessitent une collaboration, doivent tenir compte du contexte et doivent respecter la législation. L’expérience des accommodements pour les étudiantes et étudiants en sciences infirmières varie d’inquiétante à soutenante, tandis que les expériences du corps professoral sont tout aussi diversifiées : les sentiments vont du scepticisme et des luttes internes à l’acceptation et à la volonté d’appuyer. Il n’existe aucun processus normalisé ni aucun résultat cible universellement accepté pour le processus d’accommodement. Des tensions et des incertitudes persistent quant à la meilleure façon de soutenir les étudiantes et étudiants en situation de handicap en sciences infirmières.

Conclusions : Des travaux de recherche intersectoriels et collaboratifs sont nécessaires pour faire progresser les pratiques de gestion des complexités associées au processus d’accommodement dans la formation infirmière. Des données probantes sont requises afin d’assurer que ce processus favorise des expériences équitables et inclusives pour les étudiantes et étudiants en situation de handicap et qu’elles soutiennent les infirmières et infirmiers enseignants dans l’exercice de leur rôle principal grâce à des ressources suffisantes et à des possibilités de développement professionnel.

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