Ableism experienced by disabled undergraduate nursing students in the United States: A qualitative metasynthesis

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice Pub Date : 2025-07-17 DOI:10.1016/j.nepr.2025.104480

Sabrina Ali Jamal-Eddine

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引用次数: 0

Abstract

Aim

Synthesize existing body of qualitative research on ableism experienced by disabled BSN students in the United States

Background

Disabled nursing students across the United States experience discrimination and exclusion from BSN programs. Qualitative metasynthesis data is needed to inform quantitative research on this topic.

Design

Qualitative metasynthesis literature review

Methods

A systematic database search across CINAHL, PubMed MEDLINE, PsycINFO, ERIC and Education Research Complete was guided by structured search criteria. Peer-reviewed research articles and dissertations were included if published between 2010 and 2024, contained a qualitative component, and centered ableism toward disabled BSN students in the United States. Articles underwent Crowe Critical Appraisal Tool, Gerrard’s Matrix Method, and thematic analysis.

Results

The search generated 1420 articles with seven selected for inclusion. Three overarching themes included ‘Discrimination: Faculty, Peers and Systemic Barriers,’ ‘Hiding: The Desire for ‘Normalcy,’ and ‘Diversity: Advantages over Nondisabled Peers.’

Conclusions

Major themes across the data included disabled BSN students experiencing discrimination--primarily from faculty in terms of matriculation, retention and graduation, attempting to hide one's disability to stay in the program, and cognizance of advantages of bodymind diversity in the nursing workforce. Gaps in literature indicate need to investigate:

1) innovative pedagogies to educate nursing students and instructors about ableism/disability considering cross-institutional lack of disability consciousness;

2) experiences of racially marginalized and gender minority disabled nursing students. The voices multiply marginalized disabled students must be centered and their absence investigated; and

3) what types of disabilities (hidden vs. apparent, temporary vs. permanent) are admitted/accommodated for and how to address disparities

查看原文本刊更多论文

美国残疾护理本科学生的残疾歧视：一个定性的综合

目的：综合现有的关于美国残疾护理专业学生残疾歧视的定性研究。背景：美国残疾护理专业学生在BSN项目中受到歧视和排斥。需要定性的元合成数据来为这一主题的定量研究提供信息。方法采用结构化检索标准，对CINAHL、PubMed MEDLINE、PsycINFO、ERIC和Education Research Complete数据库进行系统检索。同行评议的研究文章和论文如果发表在2010年和2024年之间，包含定性成分，并集中针对残疾BSN学生在美国。文章采用克劳批判性评价工具、杰拉德矩阵法和专题分析。结果共检索到1420篇文章，其中7篇入选。三个主要主题包括“歧视：教员、同伴和系统障碍”、“隐藏：对“正常”的渴望”和“多样性：优于非残疾同伴”。数据的主要主题包括残疾BSN学生遭受歧视——主要是来自教师在入学、留校和毕业方面的歧视，试图隐藏自己的残疾以留在项目中，以及认识到身心多样性在护理队伍中的优势。文献空白表明需要研究：1)考虑到跨机构残疾意识的缺乏，创新护理学生和教师关于残疾歧视/残疾的教育方法；2)种族边缘化和性别少数残疾护理学生的经历。必须关注边缘化残疾学生的多重声音，调查他们的缺席；3)允许/容纳哪些类型的残疾（隐性与显性，临时与永久性）以及如何解决差异

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来源期刊

Nurse Education in Practice NURSING-

CiteScore

5.40

自引率

9.40%

发文量

180

审稿时长

51 days

期刊介绍： Nurse Education in Practice enables lecturers and practitioners to both share and disseminate evidence that demonstrates the actual practice of education as it is experienced in the realities of their respective work environments. It is supportive of new authors and will be at the forefront in publishing individual and collaborative papers that demonstrate the link between education and practice.