Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.705136
Title: Dyslexia and learning difficulties : nurse mentors' experiences of students who struggle to learn in the practice environment
Author: Johnson, Linda
ISNI:       0000 0004 6058 7974
Awarding Body: University of East Anglia
Current Institution: University of East Anglia
Date of Award: 2016
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Abstract:
It is thought that dyslexia and learning difficulties affect approximately 10% of the U.K. nursing population. There is a global shortage of nurses which makes a policy of widening participation a prudent recruitment strategy, meaning that this percentage is unlikely to drop even though nursing is now an all degree entry profession. Nurse mentors are central to the practice learning of student nurses and this equates to 50% of the course requirements. Nurse mentors receive training around disability which incorporates learning difficulties but this tends to be factual. Little is known about how nurse mentors support and work with students who may have a learning difficulty in the clinical setting. The aim of the study was therefore to explore mentors’ experiences with students who have, or may have, a specific learning difficulty such as dyslexia. Using an adapted constructivist grounded theory methodology, 24 nurse mentors were recruited allowing the formulation of a substantive theory to explain mentors’ experiences with these students. This is encapsulated by the phrase ‘To mentors, dyslexia is just spelling’. Three sub-categories are presented to establish the context in which the theory is set, and these are: ‘The practice environment’, ‘The mentor/student relationship’ and ‘Dyslexia and learning difficulties’. Extant literature is used as a resource to further explore issues arising within these categories. Researcher reflexivity contributed significantly to the research process, providing insight into the researcher’s thinking and the process of theory production. The research offers contributions to Higher Educational Institutions, NHS Trusts, all levels of the nursing workforce, and to students who have, or may have a learning difficulty. Recommendations for practice centre on promoting knowledge and understanding of dyslexia and learning difficulties in the practice environment so that cultures supportive of students with these difficulties are encouraged.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.705136  DOI: Not available
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