ABSTRACT
This chapter explores the concept of dyslexia within the context of nurse education in higher-education settings. An increasing body of research on professional students with disabilities identifies students are experiencing difficulties and barriers within higher education. Attitudes of teaching staff have been found to be a key in the support of students with dyslexia. Nurses are required to meet professional standards to maintain patient safety and the trust of the public, as well as the integrity of the profession. The nurses taking part in the doctoral study identified that they had to be organised and spent a great deal of time in preparation for activities, although organisational skills have been identified as a problem for those with dyslexia. The nurse participants in the doctoral study identified that they found changes to the style of academic assessments, as well as changes in the academic level of study, challenging and often their compensatory strategies were initially insufficient to meet the demands.
