Brokering: How nurse educators manage inclusion within nurse education

Abstract

This thesis explores how nurse educators managed inclusion of disabled students within educational programs that lead to registration as a nurse with the professional body, the Nursing and Midwifery Council, England. Nurse education within the United Kingdom is based within Higher Education Institutions and in common with other undergraduate programs, has seen an increase in the number of applications from people who disclose a disability. Most commonly applicants have a specific learning disability, but applicants may also have, amongst others, physical, sensory impairments, mental illness, physical illness, and autistic spectrum disorders. Nurse Education has traditionally had a broad entry gate, welcoming students from diverse educational backgrounds and places no restriction on disabled people from applying to become nurses. The professional guidance simply requires that a student on completion of a program is able to work effectively in clinical practice without supervision.

Date of Award	Sept 2014
Original language	English
Awarding Institution	University of Brighton