Open AccessRemoving Ableist Barriers in Nursing Education: Clinical Essential Requirements
Author(s) -
Tracy Mack,
Lindsay Stephens,
Iris Epstein
Publication year - 2021
Publication title -
canadian journal of disability studies
Language(s) - English
Resource type - Journals
ISSN - 1929-9192
DOI - 10.15353/cjds.v10i3.820
Subject(s) - variety (cybernetics) , flexibility (engineering) , identification (biology) , task (project management) , process (computing) , computer science , process management , nursing , medical education , psychology , medicine , business , engineering , systems engineering , statistics , botany , mathematics , artificial intelligence , biology , operating system
The current approach to clinical placement training for nurses excludes students with disabilities. The purpose of this article is to introduce a four-step model for nursing programs to identify clinical essential requirements – specific skills and competencies students must gain during placement. Engaging this four-step model will allow educators to identify how essential requirements can be achieved in a variety of ways, and thus can involve accommodations. It will also allow for the identification of which essential requirements cannot be accommodated and must be demonstrated in a prescribed manner due to impacting the nature or integrity of the task. Analyzing clinical essential requirements using this framework will create a consistent and defensible method to determine the flexibility or inflexibility of clinical tasks. The framework provided requires a collaborative process including key experts, nursing students and nurses with disabilities to comprehensively address the challenges clinical environments pose to inclusiveness.