Just and Realistic Expectations for Persons with Disabilities Practicing Nursing

Davidson, Patricia M.; Rushton, Cynda Hylton; Dotzenrod, Jennifer; Godack, Christina A.; Baker, Deborah; Nolan, Marie N.

doi:10.1001/journalofethics.2016.18.10.msoc1-1610

Cited by 13 publications

(4 citation statements)

References 16 publications

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“…Previous research studies (Aaberg, 2012;Ailey et al, 2016;Kritsotakis et al, 2017;Luckowski, 2016;Neal-Boylan & Guillett, 2008a;2008b;Neal-Boylan, Fennie & Baldauf-Wagner, 2011;Neal-Boylan, 2012;Neal-Boylan et al, 2012) revealed that nurses were unaware of the requirements of the ADA or how they might be violating them by discriminating against nurses with disabilities. The studies that followed (Davidson et al, 2016;Neal-Boylan & Miller, 2015;Neal-Boylan & Miller, 2017;Neal-Boylan, Miller & Bell, 2018;Neal-Boylan, 2019;Shpigelman & Zlotnick, 2016) focused on increasing that awareness. Nurses who had disabilities while in nursing school and were employed as nurses shared that they wanted to be treated like everyone else (Neal-Boylan & Miller, 2017).…”

Section: Students With Disabilitiesmentioning

confidence: 99%

“…Yet, we continue to be fearful about recruiting and admitting students with physical disabilities. Studies have shown that faculty misconceptions regarding what students with disabilities can do safely is the primary barrier to admitting and retaining these students (Carey, 2012;Davidson et al, 2016;Neal-Boylan & Miller, 2018, Neal-Boylan & Miller, 2017. Similarly, the lack of supportive administrators is the primary barrier to the employment of nurses with physical disabilities in clinical settings (Neal-Boylan, 2014;Neal-Boylan & Guillett, 2008b;Neal-Boylan, 2019).…”

Section: Introductionmentioning

confidence: 99%

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How inclusive are we, really?

Neal‐Boylan

Miller

2020

Teaching and Learning in Nursing

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Research has revealed that nurses and nursing students with disabilities experience discrimination. There are relatively few nurses with obvious physical disabilities working in clinical settings. Misconceptions abound regarding what a nurse with a disability can do. The focus tends to be on disability rather than ability. Similarly, prospective nursing students with disabilities are viewed with apprehension and caution. The overriding concern regarding nurses and nursing students with disabilities is that they will jeopardize patient safety. Nurse educators worry that students will not be able to complete the required skills and often confuse essential functions of nursing work with the academic standards required to graduate successfully. This article proposes that based on the research, we are not truly inclusive of nurses or nursing students with disabilities.

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Section: Students With Disabilitiesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

How inclusive are we, really?

Neal‐Boylan

Miller

2020

Teaching and Learning in Nursing

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“…Marcia eventually recognized that she could not provide the level of care as before, but she could remain with her colleagues and contribute to the unit. Occupational health nurses are in an ideal position to facilitate return to work for nurses and others with physical disabilities and to encourage a supportive culture (Davidson et al, 2016). Marcia's high acuity unit created a less physically demanding job for her; however, it is not always possible to remain in the same clinical setting.…”

Section: Implications For Occupational Health Nursing Practicementioning

confidence: 99%

The Nurse With a Profound Disability: A Case Study

Neal‐Boylan

2019

Workplace Health Saf

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Nurses are at significant risk for work-related injury, and ultimately disability. The purpose of this intrinsic single-case study guided by Yin’s and Stake’s iterative analytic processes was to examine one case of a registered nurse with a profound disability to determine whether this experience aligned with previous research and to examine whether a nurse with a profound physical disability could remain working in a clinical setting. The case study subject (a nurse with a profound physical disability) and the participants (people who knew, worked, and cared for the subject) were interviewed using a semi-structured interview guide. Interviews were transcribed and analyzed using Yin’s mental framework and iterative analytic process. Participant verification, whereby the researcher confirms the data with each participant, was obtained. The results were aligned with previous studies and support the need to provide environments that utilize and retain nurses with physical disabilities. Nurses with physical disabilities can practice safely in patient care settings, provided there is a supportive culture and willingness to make accommodations. Occupational health nurses have the expertise to take the lead in educating nurses and managers to provide this supportive culture.

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“…The use of universal design was introduced as a way of configuring the environment to support all students including those with disabilities (Heelan et al, 2015). Although a lack of understanding and education among nurse educators is still pervasive, there is recognition of the need for realistic expectations, resilience and support (Davidson et al, 2016).…”

Section: Implementing Accommodationsmentioning

confidence: 99%