This article examines some evidence concerning the approach nurse education takes in relation to disability issues and considers whether it is 'disabling' or 'enabling'. The role and purpose of education and training, along with an analysis of simulation as a teaching method and skills development, are explored. It is argued that nursing curricula has a key responsibility in ensuring that nursing practice is enabling rather than disabling in relation to patients with impairments who may be classed as disabled people by themselves or within society more generally.
|Number of pages||6|
|Journal||British journal of nursing (Mark Allen Publishing)|
|Publication status||Published - 10 Aug 2000|
This record is sourced from MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine
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