SynthesisNurse education in practice2025
Ableism experienced by disabled undergraduate nursing students in the United States: A qualitative metasynthesis.
Synthesis in Nurse education in practice, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
aimSynthesize existing body of qualitative research on ableism experienced by disabled BSN students in the United States
backgroundDisabled nursing students across the United States experience discrimination and exclusion from BSN programs. Qualitative metasynthesis data is needed to inform quantitative research on this topic.
designQualitative metasynthesis literature review
methodsA systematic database search across CINAHL, PubMed MEDLINE, PsycINFO, ERIC and Education Research Complete was guided by structured search criteria. Peer-reviewed research articles and dissertations were included if published between 2010 and 2024, contained a qualitative component, and centered ableism toward disabled BSN students in the United States. Articles underwent Crowe Critical Appraisal Tool, Gerrard's Matrix Method, and thematic analysis.
resultsThe search generated 1420 articles with seven selected for inclusion. Three overarching themes included 'Discrimination: Faculty, Peers and Systemic Barriers,' 'Hiding: The Desire for 'Normalcy,' and 'Diversity: Advantages over Nondisabled Peers.'
conclusionsMajor themes across the data included disabled BSN students experiencing discrimination--primarily from faculty in terms of matriculation, retention and graduation, attempting to hide one's disability to stay in the program, and cognizance of advantages of bodymind diversity in the nursing workforce. Gaps in literature indicate need to investigate: 1) innovative pedagogies to educate nursing students and instructors about ableism/disability considering cross-institutional lack of disability consciousness; 2) experiences of racially marginalized and gender minority disabled nursing students. The voices multiply marginalized disabled students must be centered and their absence investigated; and 3) what types of disabilities (hidden vs. apparent, temporary vs. permanent) are admitted/accommodated for and how to address disparities.
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