Original articleSupporting nursing students with learning disabilities: A metacognitive approach
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2023, Research in Developmental DisabilitiesAnxiety, mental illness, learning disabilities, and learning accommodation use: A cross-sectional study
2020, Journal of Professional NursingPerceptions of nurse preceptors of students and new graduates with learning difficulties and their willingness to precept them in clinical practice (Part 2)
2019, Nurse Education in PracticeCitation Excerpt :Nursing faculty are in a position to bridge the gap from the supportive academic environment to the clinical environment. Strategies for nurse educators center on creating a supportive environment, being understanding, and fostering open communication and dialogue with students (Ijiri and Kudzma, 2000; Morris and Turnbull, 2006; White, 2007). Nurse educators have used strategies such as simulation to create a safe environment in which to assess, monitor, evaluate and support students with a disability (Azzopardi et al., 2013), and mindfulness to help manage stress (van der Riet et al., 2015).
Clinical education of nursing students with learning difficulties: An integrative review (part 1)
2019, Nurse Education in PracticeCitation Excerpt :For the first time an increase in students with learning disabilities in nursing was recognized and linked to the need to provide appropriate accommodations and flexible teaching strategies without lowering educational expectations (Tumminia and Weinfield, 1983). Many similar articles followed and consisted largely of anecdotal accounts or review articles on reasonable accommodations and teaching strategies (Azzopardi et al., 2013; Eliason, 1992; Ijiri and Kudzma, 2000; Meloy and Gambescia, 2014; Shuler, 1990; Tumminia and Weinfield, 1986). Nurse educators addressed faculty questions regarding legal requirements and strategies to facilitate successful completion of nursing programs (Dupler et al., 2012; Sanderson-Mann and McCandless, 2005; Selekman, 2002), and implications for clinical settings (Griffiths et al., 2010; Sanderson-Mann and McCandless, 2006), including implications for preceptors and mentors in practice settings (Hargreaves and Walker, 2014; Salkeld, 2016; Tee and Cowen, 2012).
Behavioral traits of the nursing students with special educational needs in Japan
2016, Nurse Education in PracticeCitation Excerpt :However, recent studies have revealed that these conditions persist into adulthood (Sadock and Sadock, 2009). Nursing students with developmental disorders have also been identified (Bradshaw and Salzer, 2003; Ijiri and Kudzma, 2000). It is reasonable to assume that these students face extreme difficulty in clinical practica in which multiple tasks and unexpected changes are inevitable.
Nursing students with special educational needs in Japan
2014, Nurse Education in PracticeCitation Excerpt :However, the guidebook does not provide sufficient information to assist nursing faculties who teach students in unpredictable clinical sites. Although the existence of nursing students with developmental disorders is recognized (Bradshaw and Salzer, 2003; Evans, 2013; Ijiri and Kudzma, 2000), the distribution of those students remains unknown. The present study was inspired by an author's experience with a student who had difficultly behaving appropriately in clinical practicum.