Nursing students with special educational needs in Japan

Ikematsu, Yuko; Mizutani, M; Tozaka, Hiroaki; Mori, Sachiko; Egawa, Koji; Endo, Midori; Yokouchi, Mitsuko

doi:10.1016/j.nepr.2014.08.007

Cited by 15 publications

(2 citation statements)

References 16 publications

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“…In practice, there could be problems that may arise when teaching students with special educational needs, especially in patient care during clinical exercise, or in interactions with teachers, mentors of clinical practice and communication with a patient and a family (Ikematsu et al, 2014).…”

Section: Discussionmentioning

confidence: 99%

Special Educational Needs and the Study at the Field of Medicine

Sochorová¹,

Závacká²

2018

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The study and the profession at the field of medicine involve high demands on mental and physical capabilities. The objective of this study is the following issue: in what ways mainly healthy students evaluate opportunities of students with special educational needs (SEN) to study medicine. It is based primarily on their experience of the studies and on their medical practice. To meet the above objective, a questionnaire survey method has been used. The results of the survey could be concluded with general recommendations: the study of general medicine is fully manageable for students with certain SEN such as slight visual or hearing impairments, specific learning disabilities, and internal diseases, while it is manageable in a limited way for students with physical disability of legs. The study of students with SEN such as severe visual or hearing impairment, locomotor disability of the upper limbs and disability of fine motoric skills and mental illness, will be very difficult and complicated even if the university considerably adapts to these conditions. In the case of students with SEN, making the decision regarding future profession in health care should always be realistic and based on individuals and with respect to their future employability.

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Section: Discussionmentioning

confidence: 99%

Special Educational Needs and the Study at the Field of Medicine

Sochorová¹,

Závacká²

2018

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“…Ikematsu et al note that clinical nursing instructors lack specific knowledge and strategies to address practice deficits frequently observed in the nursing student with ADHD. [20] Education literature is replete with resources for the assessment and treatment of post-secondary students with ADHD. However, the accommodations and interventions which assist ADHD students in classroom settings (cognitive behavioral therapy, additional time and quiet space for exam writing) are of little practical value to clinical nursing instructors.…”

Section: Meta Coachingmentioning

confidence: 99%

Coaching nursing students with attention deficit hyperactivity disorder in clinical settings: A case study

Davidson

Rourke²,

Sealock³

et al. 2017

JNEP

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Up to 18% of undergraduate students have some form of learning disability, with Attention Deficit Hyperactivity Disorder (ADHD) being the most common subtype. Some of these students enter nursing programs. Post-secondary institutions are developing processes to help students overcome traditional academic challenges, however, the demands of clinical practice courses are not easily modified. Effective performance in clinical settings requires nursing students to develop sophisticated executive functions for organization, prioritization, and managing distractions, all of which present considerable challenges for students with ADHD. We present a case study to illustrate the coaching intervention we adapted from the education literature for a nursing student with ADHD who was struggling in clinical practice courses. The most effective coaching strategies helped the student to harness his energy and enhance focus on the task at hand.

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