{"title":"Supporting nursing students with dyslexia: The situation in France in 2022 and outlook","authors":"Guillaume Macaire, Claire Marchand, Aurore Margat","doi":"10.3917/rsi.153.0007","DOIUrl":null,"url":null,"abstract":"<p><strong>Introduction: </strong>The number of students with disabilities in higher education is increasing. Dyslexia is the most common form of disability. Few reports on this subject focus on health-sector education in France.</p><p><strong>Objectives: </strong>The survey sought to characterize and understand the support provided in nursing training institutes with regard to dyslexia.</p><p><strong>Methods: </strong>A mixed survey was carried out in 2022, mainly involving disability referents in nursing institutes. A national questionnaire collected 113 responses from metropolitan and overseas France, then three focus groups brought together twenty-eight participants from ten different regions.</p><p><strong>Results: </strong>In 2022, the most frequent measures were related to assessments and institutional communication. However, they lacked structure. There were still gaps, especially in the area of work placement.</p><p><strong>Discussion: </strong>In addition to the disability referents, all stakeholders must be made aware of the needs of students with dyslexia. Greater visibility of disability could also change attitudes in the health care sector.</p><p><strong>Conclusion: </strong>Specific support for dyslexia has been introduced in nursing training institutes. Its development requires a change in the attitudes of the stakeholders. It could then be extended to other health training courses.</p>","PeriodicalId":94187,"journal":{"name":"Recherche en soins infirmiers","volume":"153 2","pages":"7-23"},"PeriodicalIF":0.2000,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Recherche en soins infirmiers","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.3917/rsi.153.0007","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"NURSING","Score":null,"Total":0}
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Abstract
Introduction: The number of students with disabilities in higher education is increasing. Dyslexia is the most common form of disability. Few reports on this subject focus on health-sector education in France.
Objectives: The survey sought to characterize and understand the support provided in nursing training institutes with regard to dyslexia.
Methods: A mixed survey was carried out in 2022, mainly involving disability referents in nursing institutes. A national questionnaire collected 113 responses from metropolitan and overseas France, then three focus groups brought together twenty-eight participants from ten different regions.
Results: In 2022, the most frequent measures were related to assessments and institutional communication. However, they lacked structure. There were still gaps, especially in the area of work placement.
Discussion: In addition to the disability referents, all stakeholders must be made aware of the needs of students with dyslexia. Greater visibility of disability could also change attitudes in the health care sector.
Conclusion: Specific support for dyslexia has been introduced in nursing training institutes. Its development requires a change in the attitudes of the stakeholders. It could then be extended to other health training courses.
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