I have been teaching nursing students for the past six years. When I first began teaching, I never thought about having a student with a disability. Through my teaching experience, I have encountered a couple of students with learning disabilities, and the students were provided with accommodations (e.g., allowing them additional test taking time). However, despite these students receiving accommodations, I have found that they either failed or struggle through the course and nursing program.
Chapter four mentions students with physical disabilities (e.g., impaired vision or hearing), and I was surprised to read that these students progressed through the program without much difficult by simply alternating their learning environment.
Although I have never had a student report to the classroom or clinical setting under the influence of alcohol or drugs, I had students arrested for public drunkenness and driving while under intoxication. It was helpful to read in the book behavioral, personality, and physical characteristics that a student with an alcohol and chemical dependency would present with.
I had a student who had schizophrenia and was displaying bizarre behavior in the clinical setting. The student was removed from clinical and course for patient safety and was required to seek medical assistance. I have had many students diagnosed with anxiety, depression, and display potential violent behaviors. Through this course, I would like to explore a variety of teaching methods to assist students with disabilities to be successful in the nursing program.
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2 comments:
If you've been teaching for six years, I would bet my dollars to your donuts that you've had plenty of students in your class who were under the influence of psychoactive substances - legal or otherwise. What would you do with a student who you suspected of being under the influence of something, but who did not exhibit any objective signs of drug use?
Most students don't have the gall to "abuse" any illegal substances while in clinical the clinical setting, but many do take various substance that alter the cognitive processes to one extent or the other. Think about how thick some of the anti-cold medications (benadryl, pseudoephedrine, etc) can affect cognitive functioning. Why are these so often overlooked in their use by nurses in the clinical setting?
Finally, how does all of this relate to the curriculum?
What would I do If I saw a student in clinical and I suspected him/her being under the influence of “something”, but the student did not exhibit any objective signs of drug abuse? I would sit the student down and question him/her to find out what the problem was. The student could have a psychiatric problem or be under the influence of anti-cold medications, as you mentioned. If the student was unsafe in clinical, I would send the student home and consult with the faculty on how I should further proceed.
I realize that this topic has nothing to do with curriculum, but there was a chapter in our book about this, and I thought it would be an interesting topic to journal about.
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