Display options
Cite
Aaberg VA. A path to greater inclusivity through understanding implicit attitudes toward disability. 2012;51:505-10doi: 10.3928/01484834-20120706-02.
Aaberg, V. A. (2012). A path to greater inclusivity through understanding implicit attitudes toward disability. 51505-10. https://doi.org/10.3928/01484834-20120706-02
Aaberg, V A. "A path to greater inclusivity through understanding implicit attitudes toward disability." vol. 51 (2012): 505-10. doi: https://doi.org/10.3928/01484834-20120706-02
Aaberg VA. A path to greater inclusivity through understanding implicit attitudes toward disability. 2012;51:505-10. doi: 10.3928/01484834-20120706-02. UIID-AD: 2932.
Copy Download .nbib Format: NLM
Share it on

2012;51:505-10. doi: 10.3928/01484834-20120706-02.

A path to greater inclusivity through understanding implicit attitudes toward disability.

V A Aaberg

UIID-AD: 2932 DOI: 10.3928/01484834-20120706-02

Abstract

Individuals with visible disabilities are underrepresented in nursing and have been denied admission to nursing education and discriminated against based on their disability, although nurse educators have been found to hold positive explicit attitudes toward disabled individuals. This study examines nurse educators' implicitly held attitudes toward individuals with disabilities through the use of the Disability Attitude Implicit Association Test. Findings demonstrated that nurse educators are strongly biased toward individuals without disabilities (N = 132, D = 0.76, SD = 0.46) and demonstrated a stronger preference than the general population (N = 38,544, D = 0.45, SD = 0.43). Study results suggest the need for a timely critique of the continuing focus on physical abilities as a prerequisite for admission to nursing programs. In addition, faculty in schools of nursing and practicing nurses must engage in discussions of attitudes toward individuals with visible disabilities for the discipline to be more inclusive.

Publication Types