Persons with Disability: Their Experiences as Standardized Patients in an Undergraduate Nursing Program

This descriptive qualitative study examined experiences of standardized patients with disabilities (SPWDs) in an undergraduate nursing program through focus group and telephone interviews. Content analysis identified five themes: 1) desire to improve care for others, 2) opportunity to be productive...

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Bibliographic Details
Published in:Nursing education perspectives 2015-11, Vol.36 (6), p.398-400
Main Authors: Smeltzer, Suzanne C, Mariani, Bette, Gunberg Ross, Jennifer, de Mange, Elizabeth Petit, Meakim, Colleen H, Bruderle, Elizabeth, Nthenge, Serah
Format: Article
Language:English
Subjects:
Adult
Aged
Aged, 80 and over
Americans with Disabilities Act 1990-US
Analysis
Attitude of Health Personnel
Communication
Communication Skills
Congenital Impairments
Content analysis
Data Analysis
Disability
Disabled Persons
Education, Nursing, Baccalaureate - methods
Feedback
Female
Focus Groups
Handicapped accessibility
Humans
Interviews
Male
Middle Aged
Nurses
Nursing
Nursing education
Nursing skills
Nursing Students
Opportunities
Patient Simulation
Patients
People with disabilities
Problem-Based Learning - methods
Qualitative Research
School Buildings
Social aspects
Students
Students, Nursing - psychology
Studies
Study and teaching
Surveys and Questionnaires
Transcripts (Written Records)
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Description
Summary:This descriptive qualitative study examined experiences of standardized patients with disabilities (SPWDs) in an undergraduate nursing program through focus group and telephone interviews. Content analysis identified five themes: 1) desire to improve care for others, 2) opportunity to be productive again, 3) joy in seeing students learn, 4) desire for more feedback on performance, and 5) importance of having SPWDs assess accessibility of the facility. SPWDs participated to improve sensitivity of students to disability and appreciated having a voice in educating future nurses. They requested more feedback on their performance and identified accessibility issues in the state-of-the-art nursing school building.
ISSN:1536-5026
1943-4685
DOI:10.5480/15-1592