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accommodation, Americans With Disabilities Act, disability, nursing faculty, nursing students



  1. Elting, Julie Kientz EdD, RN, CNE
  2. Avit, Elaina BSN, RN
  3. Gordon, Rebecca BSN, RN


Background: Students with physical disabilities continue to face barriers seeking entry into nursing programs even as the nursing profession advocates vigorously for the rights of these individuals.


Purpose: The purpose of this study was to identify faculty perceptions that create barriers for students with physical disabilities to meet the requirements of a BSN education.


Methods: Nursing faculty (n = 111) completed an online survey about the ability of a student who uses a wheelchair for mobility to meet required outcomes.


Results: Participants believed students could meet the 14 cognitive and affective domain outcomes (88%-100%) for generalist practice. Their agreement that students could meet psychomotor domain outcomes was lower (66%-90%). Younger faculty expressed more positive perceptions.


Conclusions: Using the psychomotor requirements of bedside nursing as the technical standard for nursing education is a barrier for students with physical disabilities. Faculty should expand their perceptions of the essentials of nursing education to create an inclusive environment.