Janet A. Levey

TL;DR: This integrative review focuses on nursing faculty’s attitudes towards students with disabilities, and themes emerged from an analysis of nine sources in relation to admission, accommodation, and perception of the success ofStudents with disabilities in nursing programs and the nursing profession.

TL;DR: The lack of UDI knowledge by educators is a barrier to its usage and implications and recommendations for adopting universal design in nursing education are discussed.

TL;DR: Knowing factors influencing the adoption of inclusive teaching strategies can inform schools of nursing of areas needing further development in the preparation of novice to experienced educators to teach diverse learners.

TL;DR: This study aimed to measure changes in cultural practice, awareness, sensitivity, and behaviors before and after completing an online cultural diversity course without travel.

Abstract: DIFFUSION OF INCLUSION: MEASURING WILLINGNESS TO ADOPT INCLUSIVE TEACHING STRATEGIES IN NURSING EDUCATIONAL ENVIRONMENTS Janet A. Levey MSN, RN-BC, CNE Marquette University, 2015 The purpose of the study was to: (1) examine psychometric properties of the Willingness to Adopt Inclusive Teaching Strategies (ITSinNE) instrument and (2) measure factors influencing a nurse educator’s willingness to adopt inclusive teaching strategies based in universal design for instruction (UDI). Universal design for instruction (UDI) is one approach to facilitate multiple ways of learning and evaluation in various learning environments for all learners; however, it is not well known or researched in nursing education. Diffusion of innovation theory (Rogers, 2003) and universal design for instruction (McGuire & Scott, 2006) provided the theoretical framework for the study. A cross-sectional design was used to measure educators’ willingness to adopt inclusive teaching strategies in nursing educational settings. A total of 311 nurse educators were recruited from professional nursing organization electronic mailing lists and conferences. The ITSinNE (55-items) consisted of four domains: Previous Teaching Strategies, Knowledge of Inclusive Teaching Strategies, Social System Support for Inclusive Teaching Strategies, and Willingness to Adopt Inclusive Teaching Strategies in Nursing Education. Cronbach’s alphas for almost all of the domain subscales were .7 or greater. The confirmatory factor analysis demonstrated adequate model fit on most indices (exogenous model: χ = 0.00; RMSEA = .08; GFI = .96; TLI = .95; WRWR = 1.64; endogenous model: χ = 0.00; RMSEA = .18; GFI = .89; TLI = .87; WRWR = 2.64). When the endogenous model domains were all freestanding, model fit indexes improved (χ = 0.00; RMSEA = .098; GFI = .97; TLI = .96; WRWR = 1.24). The model as a whole explained 44.8% (R = .448) of the variance in WillAdITS. None of the characteristics of a nurse educator contributed to the model, except for years of teaching (B =.-.008, p < .001) Reliability and validity estimates support the continued development of an instrument to examine nurse educator’s knowledge, support, and willingness to adopt inclusive teaching strategies. This will enable intervention research to enhance professional development fostering access to content and environments for all learners.