Screening for specific learning difficulties (SpLD): The impact upon the progression of pre-registration nursing students

被引：13

作者：

Wray, Jane ^{[1
]}

Aspland, Jo ^{[1
]}

Taghzouit, Jayne ^{[1
]}

Pace, Kerry ^{[2
]}

Harrison, Paula ^{[3
]}

机构：

[1] Univ Hull, FHSC, Kingston Upon Hull HU6 7RX, N Humberside, England

[2] Univ Hull, Disabil Serv, Kingston Upon Hull HU6 7RX, N Humberside, England

[3] Univ Chester, Chester CH1 4BJ, Cheshire, England

来源：

NURSE EDUCATION TODAY | 2012年 / 32卷 / 01期

关键词：

Education; Nurses; Specific learning difficulties (SpLD); HIGHER-EDUCATION; DISABILITIES; DYSLEXIA; NURSES;

D O I：

10.1016/j.nedt.2011.01.021

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The study aimed to explore the impact of screening pre-registration nursing students for an SpLD at entry to an education programme, and the provision of specialist support for those identified as 'at risk'. Progression was monitored using a multiple method approach. 242 (98%) students completed and returned the Adult Dyslexia Check List (ADCL). 69 scored 7 or above (28.5% of responses) and 36(52%) went on for further assessment. 48% of students who scored 7+ did not go on to contact Disability Services at all. 11% of the cohort was formally identified as having a SpLD at the end of the year compared to 3.9% of students with a declared disability entering pre-registration nurse education in 2007. 54% of the students who scored 7+ successfully progressed into year two, compared with 41% of students with SpLD from a previous cohort. (C) 2011 Elsevier Ltd. All rights reserved.

引用

页码：96 / 100

页数：5

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