Abstract
With the implementation of the 504 Rehabilitation Act, the American with Disabilities Act of 1990 (ADA), and the ADA Amendments Act of 2008 (ADAAA), more students with disabilities are being admitted into universities and into nursing programs. The purpose of this qualitative study was to explore the experiences in the clinical setting of nursing students with disabilities. Moustakas's psychological phenomenology was utilized to describe the meaning of the student's experiences. A purposeful sample of 13 junior and senior baccalaureate nursing students with disabilities from two northeastern baccalaureate nursing programs who had at least one semester of clinical experience were interviewed using a semi-structured interview guide. The sample did not include any students with physical disabilities. Trustworthiness of the data was established by the researcher bracketing prior knowledge about disabilities, immersing herself in the data, and validating the accuracy of the findings with the participants.
Sigma Membership
Delta Tau at-Large
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Phenomenology
Research Approach
Qualitative Research
Keywords:
Nursing Students, Nursing Education, Disabilities, Discrimination, Mental Health Issues
Advisor
Anne M. Krouse
Second Advisor
Joyce Rasin
Third Advisor
Johanna Isaacs
Degree
PhD
Degree Grantor
Widener University
Degree Year
2014
Recommended Citation
Luckowski, Amy, "The lived experience in the clinical setting of nursing students with disabilities" (2022). Dissertations. 663.
https://www.sigmarepository.org/dissertations/663
Rights Holder
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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
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2022-01-19
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3580827; ProQuest document ID: 1544019664. The author still retains copyright.