Brokering : how nurse educators manage inclusion within nurse education

This thesis explores how nurse educatorsmanaged inclusion of disabled students within educational programs that lead to registration as a nurse with the professional body, the Nursing and Midwifery Council, England. Nurse educationwithin the United Kingdom is based within Higher Education Institutions and in common with other undergraduate programs, has seen an increase in the number of applications from people who disclose a disability. Most commonly applicants have a specific learning disability, but applicants may also have, amongst others, physical, sensory impairments, mental illness, physical illness, and autistic spectrum disorders. Nurse Educationhas traditionally had a broad entry gate, welcoming students from diverse educational backgrounds and places no restriction on disabled people from applying to become nurses. The professional guidance simply requires that a student on completion of a program is able to work effectively in clinical practice without supervision.