Disabled healthcare professionals’ diverse, embodied, and socially embedded experiences

Bulk, Laura Yvonne; Tikhonova, Julia; Gagnon, Jennifer; Battalova, Alfiya; Mayer, Yael; Krupa, Terry; Lee, Michael; Nimmon, Laura; Jarus, Tal

doi:10.1007/s10459-019-09912-6

Cited by 35 publications

(15 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Conceptually, the study contributes to the scholarship on diversity and inclusion in health professions (Bulk et al, 2020; Meeks et al, 2018), and unpacks the processes underlying the communication between a clinician with a disability and a client. In doing so, the study engages with disability studies scholarship that has contributed greatly to the theorization of disability epistemology.…”

Section: Discussionmentioning

confidence: 99%

“I Can Understand Where They’re Coming From”: How Clinicians’ Disability Experiences Shape Their Interaction With Clients

et al. 2020

Self Cite

View full text Add to dashboard Cite

Students and clinicians with disabilities are underrepresented in the academic health programs and professional clinical settings. Disability studies foregrounds the unique ways of knowing and being that clinicians with disabilities can offer. Based on a larger grounded theory study of the experiences of students and clinicians with disabilities, this article examines the role that clinicians’ abilities to draw on their personal experiences of living with a disability have on their interactions with clients. The analysis of semistructured interviews with 55 students and clinicians with disabilities from different fields contributes to the development of a theory of epistemic connection. The theory is informed by the following three themes: (a) building rapport through understanding, (b) from understanding to advocacy and creative approaches, and (c) between professionalism and disability. The findings emphasize not only the importance of diversifying the health care workforce but also incorporating disability epistemology into the health care culture.

show abstract

Section: Discussionmentioning

confidence: 99%

“I Can Understand Where They’re Coming From”: How Clinicians’ Disability Experiences Shape Their Interaction With Clients

et al. 2020

Self Cite

View full text Add to dashboard Cite

show abstract

“…Verifying Bolt (2013), our findings indicate that an ocularcentric world, that is, one designed for sightedness, disadvantages blind people, and creates a power imbalance between those who are enabled by a world designed around the visual and those who are disabled by it. This power relationship is enacted from the intricacies of language (see Bolt, 2005, 2013) to the pragmatic issue of access to social capital, such as employment (Arim, 2015; Benoit et al, 2013; Bulk et al, 2020; Jansenberger, 2007), and in media representations. Blindness is often represented in media as somehow incompatible with success and living a full life (e.g., are not able to do anything), or blind people are portrayed as particularly inspirational when they are living a full life (e.g., Stevie Wonder) – indicative of pervasive stereotyping (Augusto & McGraw, 1990; Shakespeare, 2013).…”

Section: Discussionmentioning

confidence: 99%

A closer look at opportunities for blind adults: Impacts of stigmatization and ocularcentrism

Bulk

Smith

Nimmon

et al. 2020

British Journal of Visual Impairment

Self Cite

View full text Add to dashboard Cite

Blind Canadians experience higher rates of unemployment, social isolation, and poverty than sighted Canadians. Examining what influences opportunities can help to identify the factors that disable blind people. During initial analysis, stigma and ocularcentrism emerged as important factors. Thus, this article examines how stigma operates culturally, socially, politically, and economically to shape opportunities among blind adults. Data were collected through in-depth, semi-structured interviews with six legally blind participants (visual acuity of 20/200 or below), aged 19–65 years. Thematic analysis was employed to understand the common and diverging narratives of participants. Within participant narratives, ocularcentrism is found to contribute to stigmatization at societal, interpersonal, and internalized levels. Opportunities are experienced within this context, and the stigmatization experienced both shaped and was shaped by participation in activities. It is imperative that a closer look is given to how stigma shapes the opportunities for blind people, so that individuals, teachers, practitioners, and policy makers can develop relevant and effective interventions and can challenge stigmatization.

show abstract

“…The professional development program helped students, develop professional, personal, and social competencies, in part due to the dynamic nature of the seminars and the leadership of the program to acknowledge and adapt to the student population's changing needs and changing diversity. As the professional development program continues to improve, it will be important to consider expanding the definitions of diversity beyond selfidentified URMs to include gender, disability, and even age (Bulk, et al, 2019). This professional development program allows for the gap between student and employer perception of readiness within in a health care field to grow smaller, as more well-rounded, diverse students prepare for their health care professions.…”

Section: Discussionmentioning

confidence: 99%

Professional Development within Bachelors Programs: Addressing the Needs of a Diverse Student Population Entering Health Care

2020

JEP

View full text Add to dashboard Cite

Following graduation from an undergraduate institution, students have the perception that they have the skills necessary to be successful in the workforce and/or graduate studies, however employers and professors do not agree. Professional development during undergraduate studies may help bridge the gap between student and employer/professor perceptions. Based on the discrepancies in post-graduation readiness perception and the number underrepresented minorities in health care and postgraduate studies, the Bachelor of Health Sciences (BSHS) program at Rush University established a professional development program with the goal of providing students seminars that enhance their professional and social skills. Offering a professional development program ensures that students gain and maintain relevant academic and non-academic competencies that will support them in their academics and prepare them for their professional careers, which can be particularly effective for students from diverse racial and ethnic backgrounds and students studying within a diverse cohort. Surveys were conducted to determine the perception of effective and usefulness of each seminar as well as utility of the tools provided to students in each seminar during their academic and professional career. Overall, the professional development seminar series improved student utilization and application of tools provided at each seminar to improve student perception of readiness and gain confidence in their academic and professional development. The seminars also positively influenced formation of diverse relationships, as many of the tools provided were used in personal and social situations. A dynamic professional development program can provide useful tools and improve readiness perception in a diverse student population within an undergraduate program. As graduate programs and companies across the country continue to expand their diversity initiatives, professional development during undergraduate studies becomes even more relevant as it addresses their ability to be successful and resilient.

show abstract

Disabled healthcare professionals’ diverse, embodied, and socially embedded experiences

Cited by 35 publications

References 30 publications

“I Can Understand Where They’re Coming From”: How Clinicians’ Disability Experiences Shape Their Interaction With Clients

“I Can Understand Where They’re Coming From”: How Clinicians’ Disability Experiences Shape Their Interaction With Clients

A closer look at opportunities for blind adults: Impacts of stigmatization and ocularcentrism

Professional Development within Bachelors Programs: Addressing the Needs of a Diverse Student Population Entering Health Care

Contact Info

Product

Resources

About