Instructional Methods and Attitudes Among Nursing Faculty Related to Students With Disabilities

Instructional Methods and Attitudes Among Nursing Faculty Related to Students With Disabilities by Melissa Anne Radecki MSN, University of Central Florida, 2012 BSN, University of Central Florida, 2010 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Nursing Education Walden University November 2019 Abstract Nurse educators are tasked with preparing safe, competent nurses but are faced with unique challenges in helping students with disabilities. Students with learning disabilities require accommodations which are alterations or adjustments within the learning environment and are developed by the instructor. The purpose of this 3-manuscriptNurse educators are tasked with preparing safe, competent nurses but are faced with unique challenges in helping students with disabilities. Students with learning disabilities require accommodations which are alterations or adjustments within the learning environment and are developed by the instructor. The purpose of this 3-manuscript dissertation, guided by the universal design for instruction (UDI), was to explore the attitudes and instructional methods used among nursing faculty related to teaching students with learning disabilities. Three research questions were framed as parallel studies to address the gap in understanding how faculty view nursing students with disabilities, how clinical specialty influences faculty’s teaching methods, and what UDI teaching methods faculty use. Nursing faculty who teach in the classroom for prelicensure nursing programs were recruited to complete the Instructional Methods and Attitudes Faculty Survey. Data from 102 participants were analyzed using a WilcoxonMann-Whitney test, which indicated significant differences between the use of inclusive teaching methods (hands-on or interactive and problem solving, communication and interaction among students brainstorming, and providing class outlines or lecture slides before class). There were no differences when comparing faculty attitudes toward UDI familiarity, disability familiarity, and clinical specialty. The implementation of UDI promotes social change by creating an inclusive learning environment that increases the likelihood of success for students with learning disabilities. Future research should focus on best practices to educate faculty about inclusive teaching paradigms, such as UDI and explore faculty and student perspectives about the use and implementation of UDI. Instructional Methods and Attitudes Among Nursing Faculty Related to Students With Disabilities by Melissa Anne Radecki MSN, University of Central Florida, 2012 BSN, University of Central Florida, 2010 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Nursing Education Walden University November 2019 Dedication To my husband, Brad, I could not have achieved this goal without you. You have been my constant support throughout every academic and professional milestone, always reminding me that I am capable of overcoming any obstacle. You silenced the voices of doubt, calmed the storms of fear, and believed in me when I didn’t think I could do it. From sickness and health and multiple degrees later, you still love me unconditionally. I know I am lucky to have an amazing partner who helps me chase my dreams as if they were your own. Now, it is your turn! To my best friend and sister of the heart, Gillian C. Smith, MSN, RN-BC, CRRN, CBIS. From daily emails and text messages declaring that I am a “ROCK STAR” and telling me that you are my biggest fan to packing my lunch every day during the Dallas residency, I could not have survived this process without your unwavering support. Your friendship has been one of the greatest joys of my life, thank you. Jennifer Hill, ARNP, my best friend, you have been with me since the RN after my name was new. We survived our first year of nursing together, made it through graduate school, and celebrated our amazing professional accomplishments together. You have always been there when I needed to complain or cry, or both. Thank you for being my person. To my grandma, Kay Getty, I am the person I am today, because of you. To my Dad, for always believing in me. To Craig Getty, BSN, RN, my uncle, I wish you could