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

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dc.contributorHamner, Karl A.
dc.contributorMarch, Alice L.
dc.contributorMcKnight, Douglas
dc.contributorMutua, Kagendo
dc.contributorWilcoxon, S. Allen
dc.contributor.advisorHouser, Rick
dc.contributor.authorLyon, Lorena
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2017-03-01T17:11:12Z
dc.date.available2017-03-01T17:11:12Z
dc.date.issued2014
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractThe 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.en_US
dc.format.extent117 p.
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otheru0015_0000001_0001703
dc.identifier.otherLyon_alatus_0004D_11987
dc.identifier.urihttps://ir.ua.edu/handle/123456789/2153
dc.languageEnglish
dc.language.isoen_US
dc.publisherUniversity of Alabama Libraries
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.relation.ispartofThe University of Alabama Libraries Digital Collections
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectEducational leadership
dc.subjectNursing
dc.titleNurse educator attitudes toward people with disability in the southeastern United Statesen_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. Department of Educational Leadership, Policy, and Technology Studies
etdms.degree.disciplineEducational Leadership, Policy, and Technology Studies
etdms.degree.grantorThe University of Alabama
etdms.degree.leveldoctoral
etdms.degree.nameEd.D.

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