Abstract
BackgroundWhile 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.ObjectivesNotwithstanding 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.MethodA 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.ResultsThe 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.ConclusionPrivate 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.
Highlights
Higher education institutions have been encouraged to ensure access for and participation of people with disabilities; policies in the institutions of higher learning that train nurses still show gaps in meeting the needs of learners with disabilities
student nurses with disabilities (SNWDs) had a range of disabilities including vision impairment, hearing impairment, mobility impairment, dyslexia, physical disabilities such as missing digits and impaired hand and chronic conditions that were disabling such as arthritis
This study further suggests that SNWDs were afraid to disclose their disability, for fear of discrimination, and being excluded from the course, which concurs with the findings of a study by Ryan (2011), which found that acquiring a place in the Bachelor of Nursing programme is one of the major hurdles for students with disabilities
Summary
Higher education institutions have been encouraged to ensure access for and participation of people with disabilities; policies in the institutions of higher learning that train nurses still show gaps in meeting the needs of learners with disabilities. Specific policies related to higher education are very limited, fragmented and vague (FOTIM 2011; Gelbar et al 2015) Despite these policies and regulations to protect and integrate people with disabilities, the majority of those with disabilities are still excluded from the activities of society, which applies to nursing as well (Republic of South Africa 2010). 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
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