Apprentice nurses’ with specific learning differences: A phenomenological inquiry into their lived experience

Abstract

Aim

To explore the lived experiences of apprentice nurses who have been identified with Specific Learning Differences.

Background

Apprentice nurses with a learning adjustment plan face unique challenges within their work base, on clinical placements, and in academic settings.

Aim

To explore the experiences of apprenticeship nurses with specific learning differences.

Methods

An interpretative phenomenological approach was employed through in-depth, semi-structured interviews with 8 nursing apprentices nursing with a learning plan.

Results

Four themes discussed are learner identity revealed how participants perceived themselves in relation to nursing, academia and their learning differences; time detailed the apprentices need to engage in extended study time; the changing learning environment describes the impact of physical and social components of the learning space; Technological enhancements/barriers related to modifications made to support learning and the impact they had.

Conclusions

The findings support collaborative, inclusive teaching and learning practices within the pre-registration apprentice nursing curriculum. Early identification and practical reasonable adjustments in the academic, work base and clinical placement environments can have a positive impact on this group of apprentice nurses.