Experiences of undergraduate nursing students with a learning access plan

Background: The number of students enrolling in undergraduate nursing courses with a disability has increased. For students who register with a disability, consideration can be given to the impact of their disability, with specific adjustments required to support their learning documented in a Learning Access Plan. Aim: This research aimed to investigate undergraduate nursing students' experiences with a declared disability and a Learning Access Plan to identify areas for improvement. Method: A descriptive, qualitative methodology was used. The study was conducted at a large Victorian university with metropolitan and rural campuses. Data was collected using in-depth semi-structured interviews. Participants were undergraduate nursing students with a current Learning Access Plan who had completed at least one year of the course. Results: A total of six in-depth semi-structured interviews were conducted. Transcripts of interviews were analysed using thematic analysis. Three themes were identified in the data, including Personal Battles, Process of obtaining a Learning Access Plan and Support for students with a Learning Access Plan. Conclusion: Study findings reinforced that early disclosure of a disability and implementation of a Learning Access Plan ensures timely and suitable reasonable adjustments to improve student outcomes. Further recommendations highlight that education providers must be proactive in supporting students with a disability, providing regular staff training programs, and access to student well-being and self-help information. Finally, further investigation is needed across all nurse education programs to identify appropriate reasonable adjustment in the clinical learning environment. (C) 2021 Organization for Associate Degree Nursing. Published by Elsevier Inc. All rights reserved.