Title of article :
An exploration of deaf womenʹs access to mental health nurse education in the United Kingdom
Author/Authors :
Sharples، نويسنده , , Naomi، نويسنده ,
Issue Information :
روزنامه با شماره پیاپی سال 2013
Abstract :
Summary
ically deaf people have been denied access to professional nurse education due to a range of language, communication and ideological barriers. The following study was set in the North of England and draws upon the Western experience and knowledge base of deaf peopleʹs experience of access to professional education. The aim of this study was to understand the experiences of the first British Sign Language using deaf qualified nurses before they entered the Pre-registration Diploma in Nursing Programme, during the programme and after the programme as they progressed into professional nursing roles.
rpose of the study was to gather the nursesʹ thoughts and feelings about their experiences and to analyse these using thematic analysis within a narrative interpretive tradition against a backdrop of Jurgen Habermasʹ critical theory and Paulo Freireʹs critical pedagogy. By drawing out significant themes to structure a deeper understanding of the nursesʹ unique positions, they offer a model for inclusive education practice that would support deaf people and people from minority groups into nursing and other health care professions.
gned narratives were video recorded and interpreted into written English transcripts which were then analysed to discover the underlying themes using Boyatzisʹ (1998) thematic analysis.
ndings are set against an historical and contemporary setting of deaf people in Western society, their experiences of education, health and employment. These unique findings illustrate the significance of an accessible language environment for the nurses, the role of the organisation in ensuring access for the nurses and the impact of barriers to education and the clinical environment.
plications for education and practice supports the need to analyse the workforce required in deaf services, to scrutinize the access provided, to develop cultural competence skills, enhance the use of additional support mechanisms, generate accessible communities of practice and to draw upon the deaf nursesʹ own ideas and perspectives to develop accessible provision.
Keywords :
Nurse education , Communication , Empowerment , Deaf community , Language
Journal title :
Nurse Education Today
Journal title :
Nurse Education Today