Integrating critical disability perspectives in nursing education

Charles K. Anyinam, Sue Coffey, Celina Da Silva


Undergraduate nursing education has a duty to make certain that the focus of both nursing practice with disabled people and nursing education are enabling, rather than disabling. However, depictions of disability in nursing education have been identified as inadequate and at times problematic, with insufficient attention paid to disability in curricula. In this paper, we provide an overview of representations of disability in nursing and examine the gaps and inadequacies in nursing education. We also support the argument that nursing educators must utilize critical perspectives on disability to challenge discrimination and address the gaps that currently exist. Finally, we focus on how nursing programs and educators can take action to support all nursing students to develop the knowledge, attitudes, and behaviours to meet the needs of disabled people in a more comprehensive and meaningful way. Practical and effective strategies are shared.

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Journal of Nursing Education and Practice

ISSN 1925-4040 (Print)   ISSN 1925-4059 (Online)

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