A quantitative study examining infographic assessment guidelines for undergraduate nursing students with specific learning difficulties (SpLDs)

Kieran R Manchester, Debbie Roberts

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Abstract

This research investigates the perceived clarity and usefulness of infographic versus traditional text-based assessment guidelines among undergraduate nursing students with and without specific learning difficulties (SpLDs). Through quantitative analysis, the study reveals that undergraduate nursing students with SpLDs significantly prefer infographics over text-based guidelines, both in terms of clarity and usefulness (p < .001). Interestingly, there were no statistically significant differences in the perceptions of students without SpLDs. These findings suggest that the use of infographics as a tool for presenting assessment guidelines could contribute to more inclusive educational practices. The research further highlights the potential of infographics to not only make complex information more accessible but also to cater to diverse learning needs. As higher education institutions strive to be more inclusive, adapting assessment guidelines to suit the varied learning styles and cognitive needs of all students, particularly those with SpLDs, becomes increasingly important. This paper provides initial evidence to support the adoption of infographic-based assessment guidelines as a step towards achieving this goal.
Original languageEnglish
Article number106119
Pages (from-to)1-7
Number of pages7
JournalNurse Education Today
Volume135
Early online date2 Feb 2024
DOIs
Publication statusE-pub ahead of print - 2 Feb 2024

Keywords

  • Specific learning difficulties (SpLD)
  • Universal Design for Learning (UDL)
  • Inclusivity
  • Infographic

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