Date of Conferral

4-30-2026

Degree

Ph.D.

School

Nursing

Advisor

Tresa Kaur

Abstract

Instructional accommodations in nursing education often emphasize testing adjustments, while classroom-based instructional support for students with information processing challenges remains underexamined. This descriptive qualitative study explored pre-licensure nursing students’ perceptions of instructional accommodations for students with information processing disorders in Southern California. Guided by humanistic learning theory, the study addressed the research question: What are the perceptions of instructional accommodations in the classroom setting among pre-licensure nursing students with information processing disorders? Seven pre-licensure nursing students participated in semistructured Zoom interviews. Data were analyzed using an inductive process consistent with Saldaña’s analytic approach. Analysis revealed one overarching theme- Instructional accommodations as human-centered supports within responsive learning environments, as well as six interrelated themes: individualized and multimodal instructional supports, awareness and institutional communication, psychological safety and emotional regulation, inconsistent faculty implementation, student self-advocacy and accommodation management, and structural and instructional constraints. Accommodation was perceived as most effective when individualized and consistently implemented. Findings suggest expanding classroom-based instructional supports and strengthening faculty preparation for inclusive teaching practices. Future research may examine the professional trajectories of nurses who used accommodations during their education. This study advances positive social change by promoting educational equity for neurodiverse nursing students and supports a more inclusive nursing workforce.

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