Abstract
Ableism is defined by the Center for Disability Rights “as a set of beliefs or practices that devalue and discriminate against people with disabilities” (Smith, 2024, para 1). At the root of ableism is the belief that the disabled person is less than in terms of a non-disabled person (Villines, 2021). Ableism in nursing education exists through strict, outdated technical standards that often exclude students with disabilities due to the heavy focus on medical-surgical nursing and bedside nursing (Elting, Avit, & Gordon, 2021). This perspective applies one set of standards or essential functions for all types of nursing occupations, which is a disservice to nursing (Marks & Sisirak, 2020). If accepted to the program, nursing students are often left to face the challenges of the clinical environment, where accommodations are not supported due to beliefs that nursing students should be able to practice in the same capacity as bedside nurses. Perceptions of nurses toward students with disabilities (SWD) can discourage these students from becoming nurses (Epstein, Khanlou, Ermel, Sherk, Simmonds, Balaquiao, & Chang, 2021).
When addressing diversity, equity, and inclusion (DEI) in nursing school admissions, it is imperative to view technical admission standards through a broader lens. Alternative solutions to demonstrate competency are needed, and educators and practice partners must be educated to understand the goal of nursing education. Much work is required to reduce stigma. Many students with disabilities (SWD) feel they do not receive the same level of experience as students without disabilities (Epstein et al., 2021).
When faced with the challenge of reimagining technical standards, our faculty seized the opportunity to view clinical and course objectives through a new lens. Collaborating with faculty, SWDs, and the Office of Disability Services, our nursing faculty developed accommodations that allowed three undergraduate students with physical disabilities to meet lab and clinical objectives. In both lab and clinical settings, alternative solutions were created that allowed the SWD to participate in clinical and meet course objectives. The faculty decided the physical challenges and barriers these students faced in acute care should not prevent them from becoming nurses. This presentation will discuss the process undertaken to devise the accommodations, address barriers, and describe the faculty's ongoing plan to reduce ableism in nursing education.
Notes
References:
Elting, J. K., Avit, E., & Gordon, R. (2021). Nursing faculty perceptions regarding students with physical disabilities. Nurse Educator 46 (4), 225 – 229. doi: 10.1097/NNE.0000000000000940
Epstein, I., Khanlou, N., Ermel, R. E., Sherk, M., Simmonds, K. K., Balaquiao. L., & Chang, K. Y. (2019). Students who identify with a disability and instructors experiences in nursing practice: A scoping review. Internal Journal of /Mental Health and Addiction, 19, 91-118https://doi.org/10.1007/s11469-019-00129-7
Marks, B., Sisirak, J., (September 30, 2022) Nurses with Disability: Transforming Healthcare for All. OJIN: The Online Journal of Issues in Nursing Vol. 27, No. 3, Manuscript 4. doi: 10.3912/OJIN.Vol27No03Man04
Smith, L. (2024, October 4). # Ableism. Center for Disability Rights: Integration, Independence, and Civil Rights. https://cdrnys.org/blog/uncategorized/ableism/
Villines, Z. (2021, November 8). What is ableism, and what is its impact? Medical News Today. https://www.medicalnewstoday.com/articles/ableism
Sigma Membership
Nu Eta
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
DEI, Academic-clinical Partnership, Teaching and Learning Strategies, Ableism, Nursing Education, Nursing Students
Recommended Citation
Donovan, Jane; Yost, Mary; Chiatti, Beth; Fisher, Kathleen; Brill, Joyce; and Gonzalez, Maureen, "Dismantling Ableism in Higher Education: Inclusive Learning for Nursing Students with Disabilities" (2025). Biennial Convention (CONV). 10.
https://www.sigmarepository.org/convention/2025/presentations_2025/10
Conference Name
48th Biennial Convention
Conference Host
Sigma Theta Tau International
Conference Location
Indianapolis, Indiana, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2025-11-17
Dismantling Ableism in Higher Education: Inclusive Learning for Nursing Students with Disabilities
Indianapolis, Indiana, USA
Ableism is defined by the Center for Disability Rights “as a set of beliefs or practices that devalue and discriminate against people with disabilities” (Smith, 2024, para 1). At the root of ableism is the belief that the disabled person is less than in terms of a non-disabled person (Villines, 2021). Ableism in nursing education exists through strict, outdated technical standards that often exclude students with disabilities due to the heavy focus on medical-surgical nursing and bedside nursing (Elting, Avit, & Gordon, 2021). This perspective applies one set of standards or essential functions for all types of nursing occupations, which is a disservice to nursing (Marks & Sisirak, 2020). If accepted to the program, nursing students are often left to face the challenges of the clinical environment, where accommodations are not supported due to beliefs that nursing students should be able to practice in the same capacity as bedside nurses. Perceptions of nurses toward students with disabilities (SWD) can discourage these students from becoming nurses (Epstein, Khanlou, Ermel, Sherk, Simmonds, Balaquiao, & Chang, 2021).
When addressing diversity, equity, and inclusion (DEI) in nursing school admissions, it is imperative to view technical admission standards through a broader lens. Alternative solutions to demonstrate competency are needed, and educators and practice partners must be educated to understand the goal of nursing education. Much work is required to reduce stigma. Many students with disabilities (SWD) feel they do not receive the same level of experience as students without disabilities (Epstein et al., 2021).
When faced with the challenge of reimagining technical standards, our faculty seized the opportunity to view clinical and course objectives through a new lens. Collaborating with faculty, SWDs, and the Office of Disability Services, our nursing faculty developed accommodations that allowed three undergraduate students with physical disabilities to meet lab and clinical objectives. In both lab and clinical settings, alternative solutions were created that allowed the SWD to participate in clinical and meet course objectives. The faculty decided the physical challenges and barriers these students faced in acute care should not prevent them from becoming nurses. This presentation will discuss the process undertaken to devise the accommodations, address barriers, and describe the faculty's ongoing plan to reduce ableism in nursing education.
Description
Dismantling ableism in undergraduate nursing education promotes inclusive learning environments for students with visible and invisible disabilities. Reimagining outdated technical standards for admission encourages diversity in nursing. Working with faculty, SWD colleagues in the Disability Resources office, and clinical partners, the faculty at an urban university provided clinical accommodations that allowed SWD to participate in clinical activities and meet course objectives.