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Screening for specific learning difficulties (SpLD): the impact upon the progression of pre-registration nursing students.

Wray, Jane; Aspland, Jo; Taghzouit, Jayne; Pace, Kerry; Harrison, Paula

Authors

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Dr Jane Wray J.Wray@hull.ac.uk
Director of Research, Senior Lecturer in Nursing

Jayne Taghzouit J.Taghzouit@hull.ac.uk

Kerry Pace

Paula Harrison



Abstract

The study aimed to explore the impact of screening pre-registration nursing students for an SpLD at entry to an education programme, and the provision of specialist support for those identified as 'at risk'. Progression was monitored using a multiple method approach. 242 (98%) students completed and returned the Adult Dyslexia Check List (ADCL). 69 scored 7 or above (28.5% of responses) and 36 (52%) went on for further assessment. 48% of students who scored 7+ did not go on to contact Disability Services at all. 11% of the cohort was formally identified as having a SpLD at the end of the year compared to 3.9% of students with a declared disability entering pre-registration nurse education in 2007. 54% of the students who scored 7+ successfully progressed into year two, compared with 41% of students with SpLD from a previous cohort.

Journal Article Type Article
Publication Date 2012-01
Journal Nurse education today
Print ISSN 0260-6917
Electronic ISSN 1532-2793
Publisher Elsevier
Peer Reviewed Peer Reviewed
Volume 32
Issue 1
Pages 96-100
APA6 Citation Wray, J., Aspland, J., Taghzouit, J., Pace, K., & Harrison, P. (2012). Screening for specific learning difficulties (SpLD): the impact upon the progression of pre-registration nursing students. Nurse education today, 32(1), (96-100). doi:10.1016/j.nedt.2011.01.021. ISSN 0260-6917
DOI https://doi.org/10.1016/j.nedt.2011.01.021
Keywords Education; Nurses; Specific learning difficulties (SpLD)
Publisher URL https://www.sciencedirect.com/science/article/pii/S0260691711000414?via%3Dihub#!
PMID 21353730
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