Inclusivity in Nursing Education: Mixed Methods Inquiry Into Knowledge and Attitudes of Faculty About Neurodiverse Students.

Abstract

Background: Neurodiverse and disabled individuals are underrepresented in nursing education, often facing marginalization, lack of support, and implicit bias.

Purpose: This study assessed nursing faculty's preparedness to teach neurodiverse students by examining their knowledge and attitudes about neurodiversity.

Methods: A convergent parallel mixed methods design was used, involving a survey emailed to 469 nursing faculty at 3 North American institutions. The survey included the Faculty Preparedness Questionnaire-Neurodiversity and open-ended questions.

Results: The study found that faculty has moderate knowledge of neurodiversity but desire more training. Attitudes were generally positive, though some implicit biases were present. Qualitative analysis revealed themes of natural variation, acceptance, and the need for more support and training.

Conclusion: Faculty members showed a willingness to learn and support neurodiverse students, but professional development is needed to reduce ableism and enhance inclusive teaching practices.