The procedure in the classroom setting by which nursing faculty construct academic accommodations for undergraduate nursing students with learning disabilities: A scoping review

Abstract

Background and objective: A scoping review was conducted to determine what is currently known about the procedure in the classroom setting by which nursing faculty construct academic accommodations for undergraduate nursing students with learning disabilities. The number of nursing students with disabilities is growing, and nursing students with identified learning disabilities require academic accommodations to facilitate their success. Effective understanding of the academic accommodation procedure by faculty is necessary to promote student success and inclusive learning environments within nursing education.

Methods: The framework from Arksey and O’Malley was used to identify gaps in the literature related to the procedure in the classroom setting by which nursing faculty construct academic accommodations for students with learning disabilities.

Results: The themes of faculty attitude, previously used accommodations, and lack of understanding of the procedure of accommodation implementation were derived from the literature.

Conclusions: Current research fails to adequately answer the research question related to the procedure by which nursing faculty in the classroom setting construct academic accommodations for students with learning disabilities. Further research into the procedure by which faculty make academic accommodations in the nursing education classroom is needed.