Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.740171
Title: Diversity, inclusion and equality in practice placements : experiences of pre-registration student nurses with dyslexia
Author: Knowles, Judie
ISNI:       0000 0004 7224 7416
Awarding Body: London South Bank University
Current Institution: London South Bank University
Date of Award: 2017
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Abstract:
The study of the perspectives of student nurses with dyslexia has an under-represented knowledge base as this is a relatively new branch of nursing educational research. While researchers have suggested that those with dyslexia experience deficits of executive functionality within practice placements, one outstanding area for exploration is the student nurses’ own lived-experience of the challenges faced in this context. Using mixed-methods my study investigated this phenomenon. I replicated some earlier studies examining the students’ perception of the practice mentor’s provision for learning and student satisfaction with their clinical learning environment. My study’s data showed that there was a perception of satisfaction with the quality of practice placements that were ‘not boring.’ There was apparently little difference in whether or not students look forward to ‘going to shifts on practice placement’ or perceive them to be a ‘waste of time’. The environment was perceived to be ‘very interesting’ for learning. There was a perceived significant difference in mentor behaviour shown in support of the student’s learning and toward them as a person the effect of this relationship was examined further. I also explored interpretations of the students’ own lived-experience of being a student with dyslexia in the practice placement context. A probing investigation into the impact of dyslexia within nursing practice found surprisingly high levels of psychological discriminative abuse (on issues relating to diversity, inclusion and equality), directed toward this vulnerable group of students. For the first time pragmatic constraints around reasonable adjustments were also revealed. The thesis concludes that there is a role indicated for changes to normalise diversity, inclusion and equality with reasonable adjustments in the pedagogy practiced within practice placements. The thesis strongly suggests future work is needed to further eliminate discrimination within practice placement education of nurses.
Supervisor: Winbourne, Peter ; Adler, Sue Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.740171  DOI:
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