1. Supporting neurodivergent nursing students in their practice placements.
- Author
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Major, Rachael, Jackson, Chloe, Wareham, Jade, and Pidcock, Jessica
- Subjects
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CLINICAL medicine , *SCHOOL environment , *CONTINUING education units , *SUPERVISION of employees , *INTERPROFESSIONAL relations , *OCCUPATIONAL adaptation , *ATTENTION-deficit hyperactivity disorder , *INTERNSHIP programs , *NEURODIVERSITY , *AUTISM , *DYSLEXIA , *STUDENTS with disabilities , *ACALCULIA , *INTELLECTUAL disabilities , *APRAXIA , *PROFESSIONAL employee training , *TIME management , *COMMUNICATION , *SOCIAL support , *PSYCHOSOCIAL factors , *NURSING students , *PROFESSIONAL competence , *ACCESS to information - Abstract
Why you should read this article: • To recognise the strengths that neurodivergent nursing students can bring to practice • To understand how practice assessors and supervisors can develop neuro-inclusive learning environments • To contribute towards revalidation as part of your 35 hours of CPD (UK readers) • To contribute towards your professional development and local registration renewal requirements (non-UK readers). Neurodivergent conditions such as autism, attention deficit hyperactivity disorder (ADHD), dyslexia, dyspraxia, dyscalculia and Tourette’s syndrome are common, and it is highly likely that practice assessors and supervisors will be asked to support neurodivergent nursing students in their practice learning environments. This article details the strengths that neurodivergent students can bring to nursing, as well as some of the challenges they may experience in practice settings. It outlines how practice assessors and supervisors can develop neuro-inclusive learning environments where neurodivergent students can thrive, as well as how to support them if they are not meeting their required proficiencies. The authors also discuss how appropriate reasonable adjustments can be implemented by using a collaborative approach with students. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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