Admission of persons with disabilities into nursing and midwifery courses: Progress made by the Indian Nursing Council

Angothu, Hareesh; Philip, Sharad; Somanathan, Revathi; Reddy, Krishnareddy Shanivaram; Jayarajan, Deepak; Muliyala, Krishna Prasad; Thirthalli, Jagadisha

doi:10.20529/ijme.2020.111

Cited by 1 publication

(1 citation statement)

References 15 publications

(16 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The paper by Angothu and colleagues discusses barriers to entry in nursing school and argues that the disparate approaches to disability inclusion between the MCI and the Indian Nursing Council (INC), prevent qualified learners with disabilities from entering the nursing profession in the same proportion as do physicians with disabilities (3). With a global "shortfall" of almost 15 million healthcare workers in 2030 (4), active barring of qualified candidates with disabilities is a public health concern.…”

Section: Trainingmentioning

confidence: 99%

Forging an ethical pathway: Disability accommodation, diverse voices, and standards of care

Singh¹,

Meeks²,

Dhaliwal³

2020

IJME

View full text Add to dashboard Cite

The opening quote by Alexandra Adams, the first deaf-blind medical student in the United Kingdom, is a response to naysayers on her decision to join medicine. The cover page of this issue of IJME also highlights the underrepresented in medicine: portraying a healthcare professional with an acquired visual impairment who works with full professional rigour and dedication. This disability themed issue is timely. Our world, and the practice of medicine, has forever been changed by recent events. Multiple challenges ensue as the syndemic of COVID-19 intersects with existing health disparities. Viewing health and illness through the lens of these disparities is important if marginalised communities are to experience health equity.The articles in this issue address many concerns: lack of access to health professions education for people with disability; threats to the autonomy of women who might carry babies with chromosomal anomalies; giving voice to parents of children with disabilities and activists; and ethical concerns when physicians' organisations promote investigations that offer little benefit merely to guard against litigation. The articles draw on literature that highlights how global efforts are aligning to ensure equal access to education and healthcare for traditionally marginalised populations. The need to address disability-related issues, whether for patient or provider, is a societal imperative. The goal of equivalent and culturally relevant care necessitates a dialogue between diverse opinions and experiences. Disability accommodationThis global practice removes barriers, allowing individuals with disability an opportunity to participate in educational, employment and social events. Accommodations are carefully constructed to uphold the academic standards or employment requirements of an organisation. While the route to achieving a standard may look different, the end goal or requirement remains the same. The most formidable barrier to disability inclusion, however, is attitudinal. In these cases, education is required. Two of the articles in this issue focus on education: one, on the perception of ability for learners with Colour Vision Deficiency (CVD), the other, on the restrictive and arbitrary requirements for admission to nursing programmes.The way we see things, literally and figuratively, is the focus of Dhaliwal and colleagues' article (1). The authors engaged physicians across specialties to ascertain whether they felt learners with CVD should enter medical training. The perceptions of study participants regarding CVD ran the gamut: from incompatibility with medical training to confidence in the ability of individuals with CVD to practise medicine. Some believed that colour was paramount to the practice of medicine, despite the evidence that automation and audible signaling and attention to structure/pattern can eliminate a clinician's reliance on colour, allowing them to develop compensatory strategies that facilitate the safe practice of medicine.

show abstract

Section: Trainingmentioning

confidence: 99%