Nurse educator attitudes toward people with disability in the southeastern United States

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dc.contributor Hamner, Karl A.
dc.contributor March, Alice L.
dc.contributor McKnight, Douglas
dc.contributor Mutua, Kagendo
dc.contributor Wilcoxon, S. Allen
dc.contributor.advisor Houser, Rick Lyon, Lorena 2017-03-01T17:11:12Z 2017-03-01T17:11:12Z 2014
dc.identifier.other u0015_0000001_0001703
dc.identifier.other Lyon_alatus_0004D_11987
dc.description Electronic Thesis or Dissertation
dc.description.abstract The purpose of this quantitative study was to assess the attitudes of nurse educators toward people with disability. This study also compared the relationship between nurse educator attitudes toward disability and their definition of disability. Furthermore, the research investigated the influence of age and professional years of experience on the nurse educator's attitude toward people with disability. Prior research shows that nurses and nursing students have negative attitudes toward people with disability and there is a gap in research on the attitudes of nurse educators. In addition, the literature suggests a link exists between educator attitude and student attitude development. If the nurse educator has a negative attitude toward people with disability, it will influence the developing attitude of the student nurse. The subjects, 126 nurse educators from Baccalaureate programs in the Southeast, completed the World Health Organization's (WHO) multidimensional Attitudes to Disability Scale (ADS) and provided disability model preference, professional experience, and demographic data using a web-based survey. Demographic results showed that nurses had an average age of 53 years, an average of 29 years as a nurse, and 13 years as an educator. Results indicated that nurses had generally positive explicit attitudes toward people with disability and preferred for a bio-psychosocial view of disability as defined in the International Classification of Function, Disability, and Health (ICF). The data showed no relationship existed between attitude and definition of disability or attitude and the age and years of experience as a nurse educator. A Principle Component Analysis (PCA) performed on the ADS resulted in reordering and renaming of the subscales to enhance its use with nurse educators. The original ADS subscales, inclusion, discrimination, gains, and prospects were changed to belonging, discrimination, gains, and opportunity.
dc.format.extent 117 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Educational leadership
dc.subject.other Nursing
dc.title Nurse educator attitudes toward people with disability in the southeastern United States
dc.type thesis
dc.type text University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies Educational Leadership, Policy, and Technology Studies The University of Alabama doctoral Ed.D.

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