Faculty Perceptions of an Accessibility Initiative for Enhancing Student Success in Nursing Education.

Abstract

Background: This quality improvement project evaluated the effectiveness, barriers, and perceived student effects of an accessibility initiative, including Universal Design for Learning, from faculty perspectives across a school of nursing's five campuses in the Pacific Northwest.

Method: A descriptive cross-sectional design was used for this study. Eighty faculty completed a survey with quantitative and qualitative components. Data were analyzed using descriptive statistics and thematic analysis.

Results: Faculty found the training and resources useful, improving their knowledge and confidence in designing accessible online and hybrid courses. Barriers often were time-related, with faculty struggling to allocate time to attend training sessions and create digitally accessible content. Student feedback and faculty perceptions illustrated how accessible design supports the diverse needs of students with disabilities and fosters better learning experiences.

Conclusion: These findings highlight the effectiveness of accessible design to support the success of all nursing students to promote diversity, equity, and inclusion in nursing practice. [J Nurs Educ. 2025;64(X):XXX-XXX.].