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Title: Dyslexia in pre-registration nursing students : strategies for developing clinical competencies
Author: White, Jean
ISNI:       0000 0004 2684 624X
Awarding Body: Cardiff University
Current Institution: Cardiff University
Date of Award: 2006
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This study explored the difficulties dyslexic nursing students have in achieving clinical competence, what coping strategies they employ and how they may be supported in practice, thus enabling them to meet the standards to register as a nurse. A qualitative research study utilising case study methodology was chosen so that in addition to the personal experiences of individual dyslexic students, the wider social and cultural context that influences nurse education could be considered. All eleven students who participated had difficulty in clinical practice attributable to the nature and severity of their dyslexia. These difficulties involved dealing with verbal and written information, comprehension, constructing reports, remembering things, and being able to prioritise and organise their work within specific timeframes. There was evidence of tension felt by staff about upholding the rights of the dyslexic student seeking to become a registered nurse against the potential risk they thought the student posed to patients/clients. This tension influenced the relationships between staff and students. The diagnosis of dyslexia impacted negatively on the students' self-image, particularly affecting those diagnosed as adults. Timing and nature of the work in clinical placements either assisted or further challenged the dyslexic students in the achievement of clinical competence. The students identified a range of coping strategies, including the use of informal support networks. The students desired the formation of peer support groups. The relationship the students had with their mentors was key to the development of clinical competencies. It is recommended that all mentors receive preparation in supporting students with specific learning needs. Bronfenbrenner's (1979) Ecological Systems Theory was used as a framework to explain the implications of this study. The recommendations have relevance for policy makers, regulators and providers of nurse education, as well as for individual dyslexic nurses.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available