Other Titles
Rising Star Poster/Presentation
Abstract
The nursing shortage is critical globally (Buchan & Catton, 2023). Several factors contribute to this, including disability. Promoting retention measures for nursing graduates, particularly those with learning disabilities (LD), helps address the nurse shortage in line with equity, diversity, inclusion, and accessibility. Federal laws mandate that academic institutions offer reasonable accommodation to students with LD to enhance their educational outcomes. However, the automatic accommodations offered to these students ‘fade away’ after graduation, although LD is a lifelong difference. Workplace stress and lack of transition support increase graduate nurse turnover, which LD exacerbates. Recent graduates with learning disabilities (RGwLD) are required to disclose their disability and seek reasonable accommodation to succeed in the workplace. However, these RGwLD do not disclose their LD for fear of marginalization associated with the disability label. Using the Critical Disability Theory and Duchscher’s Transition Theory, this study intends to enhance understanding of how RGWLD encounters marginalization in the workplace. It also intends to investigate how the disability identity affects their experiences of marginalization and the correlation between disability marginalization, disability identity, coping mechanisms, emotional regulation, and the intrinsic psychological needs for autonomy, clinical self-efficacy, and relatedness within the workplace.
Influenced by the transformative paradigm, sequential explanatory mixed-methods research will be utilized to examine the breadth and depth of the marginalization experienced by RGwLD. Snowball sampling will be used to recruit RGwLD from the University of Manitoba within the past year who have recent work experience, self-identify as having LD, and have a formal diagnosis of LD. The Brief-COPE scale, Emotion Regulation Questionnaire, and Clinical Self-Efficacy Scale will be used to collect quantitative data. Qualitative data will be collected using semi-structured interviews. Limited research examines ableism or LD in nursing, and no research addresses RGwLD and the challenges they experience as they transition into practice.This research is significant for developing a nuanced knowledge of the growing climate of disability within nursing.
Notes
References:
Buchan, J., & Catton, H. (2023). Recover to rebuild. Investing in the nursing workforce for health system effectiveness. Geneva: International Council of Nurses.
Sigma Membership
Omega Epsilon at-Large
Type
Poster
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Mixed/Multi Method Research
Keywords:
New Graduate Nurses, Learning Disabilities, Lived Experiences
Recommended Citation
Assem-Erhaze, Eunice Korkor; Harder, Nicole; and Chernomas, Wanda, "Thriving As A Recent Graduate with Learning Disability: A Mixed Methods Study" (2025). International Nursing Research Congress (INRC). 193.
https://www.sigmarepository.org/inrc/2025/posters_2025/193
Conference Name
36th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Seattle, Washington, 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.
Review Type
Invited Presentation
Acquisition
Proxy-submission
Thriving As A Recent Graduate with Learning Disability: A Mixed Methods Study
Seattle, Washington, USA
The nursing shortage is critical globally (Buchan & Catton, 2023). Several factors contribute to this, including disability. Promoting retention measures for nursing graduates, particularly those with learning disabilities (LD), helps address the nurse shortage in line with equity, diversity, inclusion, and accessibility. Federal laws mandate that academic institutions offer reasonable accommodation to students with LD to enhance their educational outcomes. However, the automatic accommodations offered to these students ‘fade away’ after graduation, although LD is a lifelong difference. Workplace stress and lack of transition support increase graduate nurse turnover, which LD exacerbates. Recent graduates with learning disabilities (RGwLD) are required to disclose their disability and seek reasonable accommodation to succeed in the workplace. However, these RGwLD do not disclose their LD for fear of marginalization associated with the disability label. Using the Critical Disability Theory and Duchscher’s Transition Theory, this study intends to enhance understanding of how RGWLD encounters marginalization in the workplace. It also intends to investigate how the disability identity affects their experiences of marginalization and the correlation between disability marginalization, disability identity, coping mechanisms, emotional regulation, and the intrinsic psychological needs for autonomy, clinical self-efficacy, and relatedness within the workplace.
Influenced by the transformative paradigm, sequential explanatory mixed-methods research will be utilized to examine the breadth and depth of the marginalization experienced by RGwLD. Snowball sampling will be used to recruit RGwLD from the University of Manitoba within the past year who have recent work experience, self-identify as having LD, and have a formal diagnosis of LD. The Brief-COPE scale, Emotion Regulation Questionnaire, and Clinical Self-Efficacy Scale will be used to collect quantitative data. Qualitative data will be collected using semi-structured interviews. Limited research examines ableism or LD in nursing, and no research addresses RGwLD and the challenges they experience as they transition into practice.This research is significant for developing a nuanced knowledge of the growing climate of disability within nursing.
Description
Using a mixed-methods research design, this study intends to explore the experiences of recent graduates with learning disabilities (RGwLD) in nursing, highlighting the marginalization they face in the workplace. This study is significant in uncovering the unique challenges RGwLD encounters and informing strategies for fostering a more inclusive and supportive clinical environment, ultimately benefiting both the workforce and patient care.