Inclusivity: Educational Experiences of Registered Nurses With Physical Disabilities

Abstract

Aim: The aim of the study was to describe registered nurses' prelicensure educational experience as nursing students with physical disabilities.

Background: Social and academic support help establish connections with the educational environment, but efforts to engage students with disabilities are inconsistent. Faculty support beyond required accommodations facilitates a sense of empowerment. Communities in academic settings for minority groups significantly increase the likelihood of academic success due to information-related social capital and social support.

Method: A qualitative descriptive design with semistructured interviews of 16 individuals with 14 different physical disabilities was used for this study. Data were analyzed using thematic analysis.

Results: Four themes emerged: 1) I saved my energy for learning; 2) I was determined; 3) wanting to find my people; and 4) secrets, living a double life, with subtheme fear of judgment.

Conclusion: Identification of factors related to inclusion within the academic environment provides insight for improving the experiences of prelicensure nursing students with physical disabilities.