Nursing students with special educational needs in Japan

To reveal the prevalence of nursing students with special educational needs in Japan. A mail survey of 833 nursing programs was conducted. Nurse educators were asked to report on their program's profiles and the number of extremely difficult students who belonged to the March 2011 class of grad...

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Bibliographic Details
Published in:	Nurse education in practice Vol. 14; no. 6; pp. 674 - 679
Main Authors:	Ikematsu, Yuko, Mizutani, Masako, Tozaka, Hiroaki, Mori, Sachiko, Egawa, Koji, Endo, Midori, Yokouchi, Mitsuko
Format:	Journal Article
Language:	English
Published:	Scotland Elsevier Ltd 01-11-2014 Elsevier Limited
Subjects:	Adolescents Attention Deficit Disorder with Hyperactivity Attention deficit hyperactivity disorder Autism Child Development Disorders, Pervasive College Students Developmental disabilities Developmental Disabilities - epidemiology Developmental disorders Dyslexia Education, Nursing Educational Needs Hospitals Humans Japan Japan - epidemiology Learning disabilities Needs Assessment Nursing Nursing Students Social Support Special educational needs Students, Nursing - psychology Studies Surveys and Questionnaires Japan Nursing students Developmental disorders Special educational needs Japan
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Summary:	To reveal the prevalence of nursing students with special educational needs in Japan. A mail survey of 833 nursing programs was conducted. Nurse educators were asked to report on their program's profiles and the number of extremely difficult students who belonged to the March 2011 class of graduates. They were also asked to fill a modified questionnaire developed by the Ministry of Education, Culture, Sports, Science and Technology about each extremely difficult student. Among the 14,325 students enrolled the class of 2011, 146 students (1.02%) were identified as having one or more special educational needs for “listening,” “speaking,” “reading,” “writing,” “math,” “reasoning,” “inattentiveness,” “hyperactivity/impulsivity,” or “social interaction/restricted interests.” The most prevalent need was “social interaction/restricted interests,” followed by “listening” and “inattentiveness.” These students had the most difficulty participating in “nursing care for patients during clinical practicum.” The proportion of nursing students with special educational needs is small but may have a large impact on the clinical practicum. Evaluation and support systems at multiple levels, including entrance examinations, course placement, and special educational programs, are warranted. •There are 1.02% of students with special educational needs in Japan.•The most prevalent need was “social interaction/restricted interests”.•The most difficult situation in teaching those students was “patient care”.•Only 23.4% of the students graduated within a regular study term.
Bibliography:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 23 ObjectType-Article-2 ObjectType-Feature-1
ISSN:	1471-5953 1873-5223
DOI:	10.1016/j.nepr.2014.08.007