'Disability' in a Nursing Curriculum

'Disability' in a Nursing Curriculum

Disabled people report dissatisfaction with their contact with health professionals and their educational systems. This paper reports on a study into disability within a curriculum leading to initial professional nursing qualification. The 'case study' design involved collecting data from...

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Bibliographic Details
Published in:Disability & society 1999-07, Vol.14 (4), p.539-559
Main Author: SCULLION, PHILIP A.
Format: Article
Language:eng
Subjects:
Access to Information
Case studies
Computer Assisted Instruction
Curricula
Deafness
Disability
Disabled persons
Disorders
Education
Evidence
Health Personnel
Health services
Indexing in process
Individual Needs
Inequality
Interviews
Literature Reviews
Medical personnel
Nurses
Nursing
Nursing Education
Oppression
Patients
People with disabilities
Physicians
Professionals
Rehabilitation
Semi Structured Interviews
Simulation
Social work
Spinal cord injuries
Students
Teaching Methods
Visual Impairments
Welfare Services
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Summary:Disabled people report dissatisfaction with their contact with health professionals and their educational systems. This paper reports on a study into disability within a curriculum leading to initial professional nursing qualification. The 'case study' design involved collecting data from the curriculum document, from students via questionnaire, and a total of 16 semi-structured interviews with both students and teachers involved in delivering the curriculum. Disability appeared as the inequality of inequalities in the planning and delivery of this curriculum. Simulation was employed to teach about disability, yet there was little confidence that students emerged with the necessary skills to deal with a disabled person who happens to become a patient. There was some indication that nurses may be ready to adopt a more socially orientated view of disability. Such optimism remains tentative and there may be a long way to go before nurses play a key role in challenging discrimination.
ISSN:0968-7599
1360-0508