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Explores the subject of nurses with dyslexia - what support is available for them? How do they manage the job with it? Suggests that dyslexia is poorly considered or understood in the New Zealand nursing profession. Calculates according to population statistics on dyslexia that there is likely to be between 5000 and 10,000 nurses in NZ with some degree of dyslexia. Identifies three prominent barriers for nurses with dyslexia - individual barriers, employer barriers, and resource barriers. Explains the left and right side of the brain traits, advantages and disadvantages for people/nurses with dyslexia. Stresses that nurses with dyslexia could use their creative problem solving skills to show an exceptional understanding of patients' needs. Source: National Library of New Zealand Te Puna Matauranga o Aotearoa, licensed by the Department of Internal Affairs for re-use under the Creative Commons Attribution 3.0 New Zealand Licence.

Background: Despite the introduction of the Disability Policy Guidelines in South Africa (SA), student nurses who have disabilities (SNWDs) are still habitually and effectively excluded from nurse training programmes, and hence from the nursing profession. Yet SNWD may be able to offer a unique perspective. Objectives: To explore and describe the integration experiences of both student and qualified nurses with disabilities who graduated from selected KwaZulu-Natal nursing education institutions (NEIs). Method: A concurrent mixed-method design based on multiple embedded case studies served as the primary data collection instrument in this paper. The researcher initially conducted a survey of all the private NEIs to determine which had experienced training SNWDs; 3 cases and 10 embedded cases were selected, using non-probability purposive sampling. Individual interviews were conducted with students and qualified nurses with who have a disability (n = 10) who had graduated from NEIs. Results: The findings of the study indicated that, largely, private NEIs are paving the way for integrating SNWDs; however, there are still some gaps in meeting the needs of these students. Despite strong legislative policies, an inclusive and enabling teaching and learning environment for SNWDs in nurse training remains largely absent. Conclusion: The study recommends that NEIs develop policy guidelines for integrating SNWDs in nursing education programmes promoting an inclusive nursing education for SNWDs. The introduction of a disability liaison to assist SNWDs by liaising between key stakeholders and, perhaps, addressing many of the challenges that SNWDs experience in the clinical facilities where nursing personnel are unaware of their disability.

Discrimination towards individuals with disabilities is problematic within nursing. There have been calls to increase diversity in nursing and this includes embracing nurses with disabilities. Increasing diversity in nursing requires increasing diversity among nursing students; in this way, nurse educators are gatekeepers to the profession. Clinical education is a crucial element of nursing education, yet there have been very few studies related to the clinical education of nursing students with disabilities. There have been no studies of attitudes of acute care nurse preceptors toward students with disabilities in the United States. This gap is important as the majority of clinical experiences occur in the acute care environment. Utilizing a focused ethnography, semi-structured interviews were conducted with 20 acute care nurses with at least two years’ experience precepting students. While positive feelings about nursing students with disabilities were shared, thoughts and behavioral intentions remained negative. Six themes emerged: safety, barriers, otherness, communicating to meet needs, disclosure, and student versus colleague. Attitudinal barriers are the primary barriers faced by individuals with disabilities in becoming and practicing as nurses. Nurses in practice and education must embrace more inclusive attitudes towards individuals with disabilities. •Attitudinal barriers prevent individuals with disabilities from becoming nurses.•Increasing diversity in nursing starts by increasing diversity in nursing education.•Clinical education is a crucial element of nursing education.•Nurse preceptors expressed negative thoughts related to students with disabilities.•Nurses must embrace more inclusive attitudes towards individuals with disabilities.

Identifies some of the guidance available to help registered nurses with disabilities or impairment manage their work and ensure they practise safely. Source: National Library of New Zealand Te Puna Matauranga o Aotearoa, licensed by the Department of Internal Affairs for re-use under the Creative Commons Attribution 3.0 New Zealand Licence.

Purpose The purpose of this legal case review and analysis was to determine what kinds of cases involving nurses with disabilities are typically brought to attorneys, which cases tend to be successful, and how and when a nurse with a disability should pursue legal action. Design The review used the standard legal case analysis method to analyze legal cases that have been brought by registered nurses (RNs) with physical or sensory disabilities from 1995 to 2013. The cases span the period following the enactment of the Americans With Disabilities Act (ADA) of 1990 through the ADA Amendments Act (ADAAA) of 2008. Methods A nurse attorney reviewed the background material to find every case involving an RN with a disability, excluding those with mental health disabilities or substance abuse issues. Case analysis was conducted using standard legal case analysis procedures. Fifty‐six cases were analyzed. Findings The cases were categorized into five types of legal claims: (a) disability discrimination (84%); (b) failure to accommodate (46%); (c) retaliation (12.5%); (d) association (3.6%); and (e) hostile work environment (7%). The cases were largely unsuccessful, particularly those brought under the ADA instead of the ADAAA. Conclusions The case analysis revealed that several cases brought by RNs with disabilities using the ADA might have been successful under the ADAAA. In addition, the case analysis has provided vital information for administrators, leaders, and clinical nurses regarding when a case is appropriate for legal action. These findings from this review will help nurses recognize when they are being treated in a discriminatory way in the workplace, what their legal rights and responsibilities are, and at what point they should pursue legal action. Clinical Relevance This review has relevance to all RNs working in clinical and academic settings who may have a congenital or acquired physical or sensory disability.

Background: While institutions of higher education may have increased access and accommodation for students with disabilities, institutions primarily providing nurse training in South Africa do not mirror the same practice. Objectives: Notwithstanding the integration of disability policies enacted in South Africa in 2010, a majority of people with disabilities are still excluded from the activities of society equally applicable to nursing education. This article describes the current access and recruitment practices for student nurses with disabilities (SNWDs) in nursing education institutions in KwaZulu-Natal to provide baseline data, which is largely absent in nursing institutions. Method: A concurrent mixed-method design using a multiple embedded case study approach was employed. This article presented phase 1 of the study, a quantitative survey of all private nursing education institutions (n = 27), complemented by individual, in-depth interviews with SNWDs (n = 10). Quantitative data were analysed using SPSS version 24, with a response rate of 78% (n = 21), whereas qualitative data were analysed using content analysis. Results: The findings revealed that the majority of private NEIs lack policy guidelines for recruiting SNWDs; however, other means of guidance is sought, for example, using the technical assistance. While NEIs were willing to recruit SNWDs, access to clinical sites, lectures, support systems and reasonable accommodation was challenging. Conclusion: Private NEIs are providing an inclusive education to all students including those with disabilities; however, they still have a long way to go in meeting the needs of SNWDs with regards to support and accommodation.

Awarded second place in the 2013 AJN Book of the Year Awards in the Professional Issues category \"This book is a must for all healthcare managers, recruitment, occupational health, human resources and for all nurses working within the healthcare setting to gain a full understanding and dispel the myths and misconceptions surrounding disability.

Disability is a natural part of the human experience and nurses with disability add greatly needed value as our colleagues. People with disability represent the largest marginalized group, making up more than 15% of the global population. Recognizing the value of nurses with disability requires an understanding of the ongoing systematic exclusion of students with disability entering the nursing profession and nurses with disability maintaining employment. Nurses with disability can offer patient-provider concordance, supporting a shared experience, valuing disability, and modeling positive expectations. In this article, we first discuss disability, ableism, and nursing. Also included is information about universal design structures for access that can be useful to support students and nurses with disability in academic and clinical settings. Lastly, we provide recommendations for nursing education and practice to include and value people with disability in these environments. Because systemic barriers can be easy to fix but often ignored, employing nurses with disability who directly experience these barriers provides an opportunity and incentive to advocate for change. Nurses with disability have enormous potential to expand healthcare from a medicalized view of disability as an inherently negative trait to a marker of diversity and the hallmark of equitable care.

Aims: The aims of this study were to explore the perceptions and experiences of registered nurses (RNs) practising with a disability or impairment, and to describe the strategies they used to support their role as an RN. Background: Despite the availability of anti-discrimination guidance, nurses practising with a disability or impairment described varying levels of understanding and support available to them from colleagues and managers. Methods: A descriptive qualitative study allowed us to explore and describe RNs' experiences and perceptions of their interactions with colleagues and managers in clinical practice. This process uncovered what was important to the participants, including strategies they used to ensure they practised safely. Participants took part in a 60-90 minute interview that gathered their experiences and perceptions of working with a disability or impairment as defined by the RN. The semi-structured interview schedule, with one main question and prompt questions, enabled participants to share their individual stories. Thematic analysis was undertaken. Participants: Ten RNs - nine female and one male - were selected purposively because they identified as living and working with a disability or impairment. Findings: Four themes were identified. Impairment or disability? - Nurse participants preferred to articulate the impact of the disability or impairment on them, rather than defining those terms. Telling others captured the decision-making process they went through on whether to disclose their disability or impairment at work. Participants described fear or reluctance to disclose; this decision was also influenced by whether their disability or impairment was visible or invisible. Getting support pulled together some of the concerns nurses had about the lack of organisation-wide support. The perceived lack of support affected the nurse's desire to ask for help and often resulted in the nurse organising their own support resources. 'Impact in the workplace' - The nurse participants had developed unique strategies to ensure they nursed safely. Conclusion: For participants, the ability to define the impact of their disability or impairment on their working lives was more important to them than selecting a definition of \"disability or impairment\". All participants were committed to safe nursing practice. The degree of visibility of the disability or impairment influenced the nurse's willingness to disclose or ask for help. A visible disability was acute or obvious and a less visible disability reflected the post-acute, rehabilitative, or chronic stage. However, overall, because many of the nurses did not feel safe to disclose their disability or impairment, ask for help, or know where to go to access support, accommodations were not made for them in the workplace.

Women with learning disabilities are less likely to breastfeed than other women. They may find it hard to understand or learn feeding techniques or know that they have infant feeding choices. This population may be supported during their pregnancies by a range of professionals with differing priorities and responsibilities towards both the mother and the baby. This puts considerable pressure on health care professionals including, but not limited to, midwives, infant feeding specialists, health visitors and learning disability nurses. Those who support women with learning disabilities through their journey into motherhood have a responsibility to ensure the women in their care have the information they need to make decisions about a range of issues, including infant feeding. In the absence of dedicated lactation consultants, this is one of many issues to be discussed within time‐limited appointments. Little is known about the experience of supporting women with learning disabilities to make infant feeding decisions from the point of view of health professionals. Using a qualitative descriptive research design, we conducted online, semistructured interviews with seven UK health professionals about their experience of supporting women with learning disabilities in infant feeding. Thematic analysis identified three themes: the importance of health professionals' having unconditional, positive regard; the need for an individualised approach to supporting women to make infant‐feeding decisions; and being part of the support network. This suggests that women with learning disabilities can make and put into practice infant feeding decisions if they have access to the right support at the right time. Key messages With the right support at the right time, women with learning disabilities can make infant feeding decisions and successfully feed their babies. Infant feeding options should be discussed early in the pregnancy, with repetition and the use of accessible resources such as videos to support decision‐making. Breastfeeding should be considered a viable option for all women. Health professionals need to be flexible in their approach to supporting infant feeding decision‐making, working as part of the woman's circle of support. Accessible resources can be helpful in supporting infant feeding decision‐making, but one size does not fit all.