Barriers to Nursing School Admissions for Students With Physical or Sensory Disabilities: Do Essential Abilities Requirements Align With Licensure Standards and Legal Precedence?

被引：0

作者：

Llewellyn, Sarah ^{[1
]}

Alderden, Jenny ^{[1
]}

Madsen, Leslie ^{[2
]}

Christenson, Jadison ^{[3
]}

Mecham, Sharece ^{[1
]}

Trujillo Tanner, Corinna ^{[4
]}

机构：

[1] Boise State Univ, Sch Nursing, Boise, ID 83725 USA

[2] Oregon State Univ, Corvallis, OR USA

[3] Timpanogos Reg Hosp, Orem, UT USA

[4] Brigham Young Univ, Coll Nursing, Provo, UT USA

来源：

NURSING EDUCATION PERSPECTIVES | 2025年 / 46卷 / 02期

关键词：

Ableism; Admissions Requirements; Concordance; Prelicensure Nursing Education;

D O I：

10.1097/01.NEP.0000000000001334

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

AIMThe aim of the study was to examine sensory and motor essential abilities required by nursing boards and assess their inclusion in prelicensure nursing program admissions.BACKGROUNDThe nursing workforce should mirror diverse patient populations for better concordance; however, essential abilities restrictions hinder admissions for students with disabilities.METHODRequirements for licensure were collected from state boards of nursing and compared with essential abilities admissions requirements from 58 prelicensure programs.RESULTSNo state boards mandated sensory or motor abilities for licensure. Thirty-one (53%) programs had restrictive essential abilities criteria. Some criteria conflicted with safety standards or the Americans with Disabilities Act.CONCLUSIONDisparity of essential abilities requirements was observed. Restrictive essential abilities criteria may create barriers to admission of students with disabilities, thus limiting the diversity and capacity of the nursing workforce.

引用

页码：91 / 96

页数：6