The impact of the dyslexic profile on clinical placement practice of dyslexic nursing trainees: pedagogical issues and considerations
The impact of the dyslexic profile on clinical placement practice of dyslexic nursing trainees: pedagogical issues and considerations
Rumours abound questioning the safety of dyslexic nurses and whether they were a danger to their patients.
The realities of learning nursing skills for individuals with dyslexia has not been well researched. There are studies which examine the institutional infrastructure of support, the dyslexic students’ perceptions of the support received in the academic setting, and the effect of self esteem upon learning. No research has been found that explores the impact that dyslexia has on clinical practice. One study by Wright (2000) had recommended studies were undertaken to illuminate how dyslexia might have an impact upon nursing care. He suggested that this would lead to an understanding of the support needs of this group of practitioners. Stenhouse (1987) suggests that the study of cases is important in educational research as it can provide the basis for educational judgements to be made so that inferences and informed decisions can be made if similar data is collated from diverse settings.
This unique, phenomenological study sought to discover the impact of the dyslexic profile on clinical practice for nursing trainees. Two focus groups of second year nursing students in Higher Education were set up to gather the data: a control group and a dyslexic group.
The findings were congruent with the literature in that students provided evidence of literacy difficulties, memory problems, lack of automaticity skills, issues of self-esteem and some specific skills deficits. The study discovered some cognitive processing problems but it also uncovered some strategies the students were using to compensate, as well as a significant underpinning ethos of ensuring patient safety. It also revealed some evidence of apparent disability discrimination, usually resulting from ignorance by nursing mentors who knew little or nothing about dyslexia.
Pedagogical considerations for the support of dyslexic students in the academic setting have been well researched. However, it is apparent from this study that methods do not always transfer to the clinical setting. This paper seeks to explore the pedagogical issues for clinical practice and the implications for support in the work setting.
This paper will provide examples of typical clinical practice to exemplify the problems encountered by the dyslexic students.
Price, G.
5ef00daf-4eb2-4169-a3ff-4b70d4c9262e
Gale, A.
496874cd-1bd1-4573-b4d3-901c2b8d4246
2004
Price, G.
5ef00daf-4eb2-4169-a3ff-4b70d4c9262e
Gale, A.
496874cd-1bd1-4573-b4d3-901c2b8d4246
Price, G. and Gale, A.
(2004)
The impact of the dyslexic profile on clinical placement practice of dyslexic nursing trainees: pedagogical issues and considerations.
5th World Congress on Dyslexia, Thessaloniki, Greece.
22 - 26 Aug 2004.
Record type:
Conference or Workshop Item
(Other)
Abstract
Rumours abound questioning the safety of dyslexic nurses and whether they were a danger to their patients.
The realities of learning nursing skills for individuals with dyslexia has not been well researched. There are studies which examine the institutional infrastructure of support, the dyslexic students’ perceptions of the support received in the academic setting, and the effect of self esteem upon learning. No research has been found that explores the impact that dyslexia has on clinical practice. One study by Wright (2000) had recommended studies were undertaken to illuminate how dyslexia might have an impact upon nursing care. He suggested that this would lead to an understanding of the support needs of this group of practitioners. Stenhouse (1987) suggests that the study of cases is important in educational research as it can provide the basis for educational judgements to be made so that inferences and informed decisions can be made if similar data is collated from diverse settings.
This unique, phenomenological study sought to discover the impact of the dyslexic profile on clinical practice for nursing trainees. Two focus groups of second year nursing students in Higher Education were set up to gather the data: a control group and a dyslexic group.
The findings were congruent with the literature in that students provided evidence of literacy difficulties, memory problems, lack of automaticity skills, issues of self-esteem and some specific skills deficits. The study discovered some cognitive processing problems but it also uncovered some strategies the students were using to compensate, as well as a significant underpinning ethos of ensuring patient safety. It also revealed some evidence of apparent disability discrimination, usually resulting from ignorance by nursing mentors who knew little or nothing about dyslexia.
Pedagogical considerations for the support of dyslexic students in the academic setting have been well researched. However, it is apparent from this study that methods do not always transfer to the clinical setting. This paper seeks to explore the pedagogical issues for clinical practice and the implications for support in the work setting.
This paper will provide examples of typical clinical practice to exemplify the problems encountered by the dyslexic students.
This record has no associated files available for download.
More information
Published date: 2004
Venue - Dates:
5th World Congress on Dyslexia, Thessaloniki, Greece, 2004-08-22 - 2004-08-26
Identifiers
Local EPrints ID: 9642
URI: http://eprints.soton.ac.uk/id/eprint/9642
PURE UUID: 76d1dece-dfdc-4153-a37b-473aff18b66c
Catalogue record
Date deposited: 12 Nov 2004
Last modified: 11 Dec 2021 13:29
Export record
Contributors
Author:
G. Price
Author:
A. Gale
Download statistics
Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.
View more statistics