Differences in Marginality Between Nursing Students With and Without Disabilities

Bibliographic Data

ID21455997
AuthorsHeather Englund (0000-0002-0444-9767, corresponding author), Heather M Englund, Rachelle J Lancaster (0000-0002-2109-4689)
Year2022
Volume61
Issue8
Pages429-438
Publication date2022-08-01
Open AccessNo
TypeARTICLE
VenueJournal of Nursing Education (JOURNAL)
Journal identifiersISSN: 0148-4834 • E-ISSN: 1938-2421
PublisherSLACK, Inc (PUBLISHER)
DOI10.3928/01484834-20220602-03
PMID35944191
OpenAlexW4291019582
LanguageEN
Citations received4
References cited23

Background: Barriers exist in nursing education for students with disabilities. Students with disabilities often experience associated stigma and a perceived lack of support by nursing faculty and academic leaders. Method: A nonexperimental descriptive design was used to examine differences in perceived marginality between nursing students with and without disabilities ( n = 7,399) in the United States. Results: Participants who identified as having a disability described more marginalization ( M = 45.9, SD = 10.5) than participants who did not identify as having a disability ( M = 38.3, SD = 9.2), t(927) = 19.4, p < .001. Conclusion: Findings suggest marginalization exists for students with disabilities. Academic leaders and faculty should address systems, structures, and polices that potentially pose barriers to self-reporting, matriculation, and progression of students with disabilities. [ J Nurs Educ . 2022;61(8):429–438.]

Developmental psychology · Learning disability · Matriculation · Medical education · Nurse education · Psychiatry · Stigma (botany) · Clinical Psychology · Disability Education and Employment · Disability Rights and Representation · Inclusion and Disability in Education and Sport · Medicine · Nursing · Psychology

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