This longitudinal study explored the experiences of six dyslexic nursing students, in their final six months of their nursing course, re-visiting them again in their first six months as registered nurses. The study also explored the experiences of those who support them from student nurse to registered nurse, namely their tutors and their mentors and preceptors in practice. A semi-structured interview method was used to interview each participant additionally adopting an iterative interview method. An interpretative case study design was adopted for this study using interpretative phenomenological analysis to analyze the data. The nursing students expressed degrees of negative self-perceptions of themselves, some carried these negative self-perceptions as registered nurses. Some of the mentors, tutors and preceptors lacked knowledge and understanding of dyslexia with some expressing concerns over the safety of a nurse with dyslexia in practice. The results presented evidence of a dyslexic self-stigma and the fear of others perceptions surrounding dyslexia amongst the nursing students, but also evidence of a full acceptance of dyslexia amongst some of the nurse participants. Dyslexia was perceived differently amongst the tutors and preceptors showing a positive understanding amongst some, but also that dyslexic is misunderstood and linked to concerns surrounding patient safety.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:753062 |
| Date | January 2018 |
| Creators | Greaney, Brendan Gerard |
| Publisher | University of Birmingham |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://etheses.bham.ac.uk//id/eprint/8312/ |
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