Cardionics has released the first visual electronic stethoscope. It can amplify sound 30 times louder than an acoustic scope and it provides a visual display of the phonocardiogram or phonopneumogram. Visualization assists the listener in identifying the position of clicks, rubs, knocks, snaps or murmurs in the cardiac cycle.
The Australian Health Practitioner Regulation Agency (AHPRA) is the organisation responsible for the implementation of the national registration and accreditation scheme across Australia. It works with fourteen national health practitioner boards to do this. Information on registration for practitioners with disabilities and education provider responsibilities regarding student fitness to practice can be found here.
In this video,Danielle, a Nursing graduate with a physical disability, shares strategies to successfully stay in school, graduate and get jobs. Born missing a limb from her elbow, Danielle always wanted to be a nurse. While in college, Danielle is told by the Dean of Nursing she cannot be a nurse. Watch Danielle find ways to succeed in nursing school, graduate and land a job as a pediatric nurse Other case studies available at the same site.
"Understanding dyslexia and nurse education in the clinical setting" written by Jo Sanderson-Mann and Fiona McCandless is a paper that considers the issues surrounding nursing and dyslexia, drawing on the available evidence. October 2005.
ExceptionalNurse.com (US) is a nonprofit resource network committed to inclusion of more people with disabilities in the nursing profession. By sharing information and resources, ExceptionalNurse.com facilitates inclusion of students with disabilities in nursing education programs and foster resilience and continued practice for nurses who are, or become, disabled.
A review of the literature was conducted to explore the experience of nursing students with dyslexia while on clinical placement. Three main themes emerged, including risk to patient safety, disclosure of dyslexia and support for nursing students. The literature review highlights the lack of dyslexia awareness and understanding in the research and at the trusts at which nursing students are placed, and calls for further research in this area. (McPheat, C. (2014). Nursing Standard. 28(41): 44-49 - 2014).
Article aiming to examine the learning experiences of nursing students with dyslexia during clinical placements to establish ways of improving support in practice. It identifies that nursing students with dyslexia may benefit from sharing placement experiences with colleagues outside the clinical environment. They may also benefit from receiving support from their placement mentor and a representative from the university who knows about dyslexia. (Child, J. & Langford, E. Nursing Standard, (2011). 25(40): 39-46.)
UNE are working to identify inherent requirements for all of their courses so more informed choices may be made.
Further courses will be progressively introduced over the next few years. The available inherent requirements are Nursing (undergraduate) courses, Nursing (postgraduate) courses, Social Work (undergraduate) courses and Social Work (postgraduate courses).
Disability Services at Western Sydney University (WSU) along with associated faculty, has developed a series of inherent requirement Statements. The inherent requirements outlined provide a guide for students and staff when deciding whether you are able to meet these requirements and the type of reasonable adjustments that could be put in place to allow you to complete the course without compromising the academic integrity of the course.
Inherent requirements have been developed for the following courses: (all links go to an external website)
- Bachelor of Applied Leadership and Critical Thinking
- Master of Art Therapy
- Bachelor of Community Welfare
- Graduate Diploma in Counselling
- Graduate Diploma in Cardiac Sonography
- Bachelor of Criminal and Community Justice
- Bachelor of Design
- Education and Teaching
- Interpreting and Translation
- Midwifery (undergraduate)
- Nursing (undergraduate)
- Nursing and Midwifery (postgraduate)
- Occupational Therapy
- Bachelor of Paramedicine
- Podiatric Medicine
- Master of Professional Psychology
- Master of Psychology (Clinical Psychology)
- Bachelor of Social Work
- Teachers of English to Speakers of Other Languages (TESOL)
Volume 27 (3), Fall 2014
- Evaluating the Effects of a Self-Advocacy Training Program for Undergraduates with Disabilities
- Providing Support to Postsecondary Students with Disabilities to Request Accommodations: A Framework for Intervention
- Students with Disabilities Choosing Science Technology Engineering and Math (STEM) Majors in Postsecondary Institutions
- College and University Students with Disabilities: “Modifiable” Personal and School Related Factors Pertinent to Grades and Graduation
- Academic Attainment of Students with Disabilities in Distance Education
- Examining Career Readiness and Positive Affect in a Group of College Students with Disabilities: A Pilot Study
- Attitudes of Nursing Faculty Towards Nursing Students with Disabilities: An Integrative Review
- Interdisciplinary Support Services for Students with Autism Spectrum Disorders