Exploring the Learning Experiences of Nursing Students with Dyslexia: A Critique - Essay Example

 Nursing students with Dyslexia Introduction. The article Exploring the Learning Experiences of Nursing Students with Dyslexia focuses on the learning process is a complex issue (Child & Langford, 2011, p39). The framework centers on discussing the different aspects of the Jenny Child dyslexia article. The purpose of the critique is to affirm the author’s effective and efficient research strategy to augment current dyslexia research. The research delves on learning process of the nursing students with dyslexia. The research delves on helping the nursing students with dyslexia improve the learning process. All parties must contribute to the nursing students with dyslexia’s improved learning process. Title Content. The title Exploring the Learning Experiences of Nursing Students with Dyslexia (Child & Langford, 2011, p39) rightfully reflects the content of the professional journal. The professional journal focuses on nursing students afflicted with dyslexia. The entire article starts by introducing the theory that effective and efficient nurses should have the affective, cognitive, and psychomotor domain of learning capacities. The article positively identifies the dyslexia strengths as problem solving skills, good comprehension, and oral/visual skills. Credibility of the author. The author is credible. Jenny Child is the senior lecturer of Elizabeth Langford Nursing School. The author’s expertise is in adult nursing practice. The author is also the nursing skills adviser of University of West of England. Specifically, the author is connected to University’s Faculty of Health and Sciences, Bristol. As a professor if nursing, the author is validly credible. Key Components of the Abstract Summary. The journal abstract perfectly summarises the key components of the full article. The abstracts include the aim of the author to focus on the learning experiences of the nursing students with dyslexia. Specifically, the research delved on the dyslexia nursing students’ on the job training itineraries. The abstract states that the researcher used the phenomenal lifeworld research approach to generate the research findings and conclusions. The abstract also indicated that twelve research respondents were fairly divided into six nursing students without dyslexia and six nursing students with dyslexia. The abstract shows that the research used the interview research approach to collect the required research data. Outline of the Research Rationale. The rationale for implementing the dyslexia-based research is correctly outlined. The rationale states that the Equality Act of 2010 mandates that student healthcare participants (nurses, doctors, physical therapists, and others) have the right to be given reasonable adjustments within the learning environment. The rationale includes the mentors’ and learning institutions’ corresponding responsibility to adjust their teaching priorities to fit the learning needs of the students with learning disabilities, especially nursing students with dyslexia (Moody 2007, p4). Comprehensiveness of the Literature review. The review of literature review is correctly comprehensive and up to date. The June 2011 journal article was published recently. The researcher incorporated related literature from 2008 to 2011, publication date. The author used comprehensive related literature from accepted healthcare resources. The resources included British Education Index, Medline, British Nursing Index, and Allied Health Literature. These resources offer comprehensive and updated nursing healthcare references. The researcher also used the Equality Act 2010 as the basis for recommending the enhancement of the current dyslexia-afflicted nursing students’ healthcare learning priorities. The related literature focuses on the implementation of a dyslexia-based learning program. The program includes learning modules or on the job training procedures that take in to consideration the learning difficulties of the dyslexia-afflicted nursing student sand nursing professionals. The literature focuses on the nursing mentors’ compulsory responsibility to tailor their classroom and clinical teaching methodologies to the nursing students’ less than normal learning capacity (Frank & Livingston 2002, p93). Opening up means gaining the support of all affected parties to encourage and aid the dyslexia-afflicted nursing student to keep abreast with the learning status of the nursing students without dyslexia. The related literature includes slow reading skills (Doyle 2008, p14). Aims of the Nursing Students with Dyslexia Research. The aims of the research are correctly emphasized. The author mentions that research delves on the learning experiences of the nursing students with dyslexia. To be successful, the research conducted the same research methodology on both nursing students with dyslexia and nursing students without dyslexia. Consequently, the author aims to use the research to increase the current related literature and research on the learning intricacies of the nursing students with dyslexia. The author aims to use the research findings as a solid foundation to support her learning methodology recommendations. The author wants the learning institutions, administration, and mentors of the nursing students with dyslexia to tailor a teaching strategy that comfortably fits the abnormally slow learning capacity of the nursing students with dyslexia. The related literature imposes the need to understand and support the students or learners with dyslexia (Reid 2011, p4). Ethical Issues of the Dyslexia Research. The ethical issues are correctly identified and addressed. The researcher sought the approval of the university ethics committee. The approval complies with standard research ethics requirements. The researcher also sought the approval of the selected nursing student respondents’ permission to conduct the research. For example, the research gave one third year nursing student a formal letter seeking approval to include the letter recipient as one of the twelve chosen dyslexia research respondents. Further, the twelve chosen nursing student respondents were requested to fill out an information sheet. Lastly, the researcher requested the chosen twelve nursing student respondents to sign and approve the research consent form. Qualitative Background and Design. The researcher correctly identified the philosophical background, research design, and study design. The philosophical background states that the nursing students with dyslexia are hindered by learning disabilities (Heaton &Mitchell 2008,p9). Consequently, the community [mentors, healthcare facility, community, classmates, and other] must support the dyslexia nursing students’ learning desire. The nursing student with dyslexia’s learning desire is to keep abreast of the learning expertise of their nursing classmates without dyslexia symptoms. The above discussion shows that most of the students with dyslexia are hindered by dyslexia (Pavey, 2007, p1). Major Concepts (Theories) of the Research. The major concepts are perfectly identified. First, the research shows that dyslexia is a debilitating ailment (Poole, 2008, 17). The learning process of the nursing students with dyslexia is slower than the nursing students without dyslexia. The brain’s slow processing of letters, numbers, pictures, etc. equates to dyslexia (Marshall 2010, p2).The Equality Act 2010 requires all parties, learning institutions, mentors, fellow students, and others, to tailor the learning process to fit the learning needs of each diverse student or learner. The theories include the need for all parties to help enhance the dyslexia nursing students’ learning process. Contributing includes the nursing students with dyslexia’s compulsory requirement to divulge information of one’s dyslexia condition, without fear of being ridiculed, shamed, or penalised. Patient care must be included in the dyslexia equation (Wood 2011, p9). Outline of the Study Context. The context of the study is correctly outlined. The researcher sought permission to conduct the nursing students with dyslexia research. The researcher used the interview methodology to gather primary information. The research used secondary related literature to augment the dyslexia research. Specifically, the author used the lifeworld-based research to gather pertinent dyslexia research. The lifeworld research methodology centres on the nursing students with dyslexia’ real life experiences prior to the establishment of the researcher’s dyslexia hypothesis. Selection of Dyslexia Research Participants and Sampling Method. The selection of the dyslexia research participants is correctly well described. The research chose twelve nursing student dyslexia respondents. The respondents were divided into two distinct groups. The first group is composed of six nursing students with dyslexia. The second group is composed of another six nursing students without dyslexia. The research included comparing the research data between the nursing students with dyslexia and the nursing students without dyslexia. The researcher used the interview research method to gather dyslexia information. Auditability of Data Collection Method. The method of data collection is correctly auditable. Another researcher or research team can repeat the same research process. The next researcher can select another set of twelve students. The students can also be nursing students. Seeking similar paths, the research can also select students enrolled in non-nursing courses. Students from other courses include those studying to be future lawyers, engineers, accountants, medical doctors, teachers, pharmacist, and physical therapists (Davis, Christo & Brock 2009, p10). The updates can include new dyslexia intervention procedures. The different researches can correctly augment the current Jenny Child applied research on dyslexia (Kothari 2009, p1). Creditability and confirmability of Data Analysis Method Employed. The method of data analysis is rightfully credible and confirmable. The related literature portion of the current journal, that contains several secondary resources, affirms the findings of the researcher, Jenny Child. Since the data analysis is based on primary resources, the data analysis discussion is very credible. Similarly, the incorporation of relevant dyslexia related literature in the Jenny Child research adds steadfast credibility to the author’s data analysis (MacDonald 2009, p16). Appropriateness and Clarity of research findings presentation. The Jenny Child research correctly presents the nursing students with dyslexia findings in an appropriate and clear manner. The secondary resources appropriately affirm the primary student interview findings. The secondary references include the biological, or brain, aspect of the learning process (Poltak 2005, p2). The researcher’s gathered primary interview data appropriately and clearly points to the current dilemma of the nursing students with dyslexia, including slow learning. Consequently, dyslexia-based communication improves the nursing students with dyslexia’s learning process (Petrina 2007, p2). Comprehensiveness of Research Discussion. The discussion of the dyslexia issue is correctly comprehensive. The research includes several secondary references. The secondary references focus on giving the nursing students with dyslexia support. Support includes the contributions of the mentors, classmates, school administers, healthcare facility administrators and staff, and other parties. The research includes all the important aspects of the nursing students with dyslexia’s learning difficulties. The research also incorporates recommendations that can be applied to dyslexia students from different courses or colleges (Engineering, Law, Business, and others). Transferability of the Research Results. The results of the nursing students with dyslexia research can be correctly, easily and comfortably transferred. Any researcher can replicate the Jenny Child research process. Another researcher can implement variances in the Jenny Child nursing students with dyslexia research. The second researcher can use 25, 50, or even 100 nursing students with dyslexia and nursing students with dyslexia respondents. Consequently, the replicated research will undoubtedly come up with the same findings and conclusions. Comprehensiveness of Conclusion. The conclusion is favorably comprehensive. The research correctly espouses that the learning process must be tailored to fit the learning capacity, or incapacity, of the nursing students with dyslexia (Flick 2011, p47). The research correctly indicated that the nursing students with dyslexia are hampered by their physical disability characterized by slow learning. The conclusions rightfully indicate that improved communication, enhanced dyslexia type learning environment, will increase the nursing students with dyslexia’s absorption of the current healthcare learning topics. The conclusions correctly include mentors’ compulsory need to spend more time and energy to keep the nursing students with dyslexia on the same learning level as the nursing students without dyslexia. Lastly, the conclusions correctly comprehensively show that all parties must support the nursing students with dyslexia’s desire keep abreast of the learning status of nursing students without dyslexia. The paper has its strengths. The journal correctly incorporates relevant primary resources. The paper includes convincing primary research. The paper generates a convincing conclusion. Finally, the recommendations are correctly grounded on the persuasive findings and conclusions of the paper. The paper has its weaknesses. There are no persuasive statistical data. There are no clear discussions of each of the survey questions. To be more convincing, the researcher should include the statistical percentages of the research outcomes. Next, the researcher should include a detailed discussion of the other relevant dyslexia trend analysis factors of the dyslexia research. Conclusion. The learning process is a complicated topic. Some nursing students struggle with their secret dyslexia ailment. The Jenny Child journal has several favorable strengths. The same journal has a handful of unfavorable weaknesses. The learning process must be catered to fit the nursing students with dyslexia’s learning capacity. The mentors, community, classmates, healthcare administration, and other individuals must help the nursing students with dyslexia their dyslexia condition. Evidently, the Jenny Child dyslexia research correctly augments current dyslexia research, especially in terms of placing importance on supporting the dyslexia individuals’ desire to enhance their learning capacity. Consequently, the implementing the recommendation of Jenny Child equates to being a potential for successful implementation of improved dyslexia-based practice. References: Printed Books and Journals: Child, J., Langford, E., (2011). ‘Exploring the Learning Experiences of Nursing Students with Dyslexia’. Nursing Standard. 25(40), p.39-46. Davis, J., Christo, C., Brock, S. (2009). Identifying, Assessing, and Treating Dyslexia in School. New York: Springer. Doyle, J., (2008). Dyslexia: An Introduction. London: Wiley & Sons. Flick, U., (2011). Introducing Research Methodology. London: Sage. Frank, R., Livingston, K., (2002). The Secret Life of the Dyslexic Child. London: Rodale. Heaton, P., Mitchell, G., (2008). DyslexiaL Students in Need. London: J. Wiley & Sons. Kothari, C.,(2009). Research Methodology. London: New Age. MacDonald, S., (2009). Towards a Sociology of Dyslexia. London: MacDonald. Marshall, A., (2010). When Your Child has Dyslexia. London: Adams. Moody, S., (2007). Dyslexia: Surviving in College. London: Routledge. Pavey, B., (2007). The Dyslexia- Friendly School - A Practical Guide for Teachers. London: Sage. Petrina, S., (2007). Advanced Teaching Methods. London: Idea Group. Poltak, D., (2005). Dyslexia: The Self and Higher Education. London: Trentham. Poole, J., (2008). Deciding Dyslexia: Programmes for Helping Dyslexia Patients . London: Troubador. Reid, G., (2011). DyslexiaL A Complete Guide for Parents and those Who Want to Help. London: J. Wiley & Sons. Wood, T., (2011). Overcoming Dyslexa for Dummies. London: J. Wiley & Sons. Read More