Yes / This research investigates the perceived clarity and usefulness of infographic versus traditional text-based assessment guidelines among undergraduate nursing students with and without specific learning difficulties (SpLDs). Through quantitative analysis, the study reveals that undergraduate nursing students with SpLDs significantly prefer infographics over text-based guidelines, both in terms of clarity and usefulness (p < .001). Interestingly, there were no statistically significant differences in the perceptions of students without SpLDs. These findings suggest that the use of infographics as a tool for presenting assessment guidelines could contribute to more inclusive educational practices. The research further highlights the potential of infographics to not only make complex information more accessible but also to cater to diverse learning needs. As higher education institutions strive to be more inclusive, adapting assessment guidelines to suit the varied learning styles and cognitive needs of all students, particularly those with SpLDs, becomes increasingly important. This paper provides initial evidence to support the adoption of infographic-based assessment guidelines as a step towards achieving this goal.
| Identifer | oai:union.ndltd.org:BRADFORD/oai:bradscholars.brad.ac.uk:10454/19815 |
| Date | 06 February 2024 |
| Creators | Manchester, Kieran R., Roberts, D. |
| Source Sets | Bradford Scholars |
| Language | English |
| Detected Language | English |
| Type | Article, Published version |
| Rights | © 2024 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/)., CC-BY |
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