Nursing Faculty Perspectives on Students with Learning Disabilities: A Transcendental Phenomenological Study

The purpose of this transcendental phenomenological study was to record the lived experiences of nursing faculty perspectives of students with learning disabilities in all learning environments. The theories that provide the framework for the study are John Dewey’s theory of education and Malcolm Knowles’ theory of adult learning. Both theories establish a foundation for understanding the challenges faced by adult learners with learning disabilities and how to offer effective support. The research question is: What are the lived experiences of nurse educators working with students with learning disabilities in all learning environments? The study employed a snowball sampling method to obtain a sample size of 14. Data collection included semi-structured interviews, transcription of audio-video recordings, and field notes. Data were analyzed using Moustakas’s (1994) transcendental phenomenological model. The resulting four themes are pathways to understanding learning disabilities, inclusive environments and strategies to support those with learning disabilities, navigating educational hurdles, and reciprocal relationships between faculty and students. The sub-themes encompass recognition of student behaviors, professional development, inclusive teaching practices, assistive technology and accommodations, challenges including adaptation and communication, strategies to overcome obstacles, and collaboration. This study outlines implications for nursing schools, nursing faculty, and nursing students with learning disabilities, as well as suggestions for further research.