Date of Degree
2026
Degree Name
Ed.D. (Doctor of Education)
Department
Department of Counseling and Higher Education (CAHE)
Director
Nyunt, Gudrun
Committee Members
Rossetti, Jeanette; Hutchings, Quortne
Keywords
deaf; hard of hearing; clinical learning; lived experiences; ableism; critical disability theory; nursing students; nursing education; accommodations; accessibility in nursing
Abstract
This phenomenological study examined the lived experiences of nursing students who are deaf or hard of hearing (D/HH) as they navigated nursing education and the clinical learning environment. Using critical disability theory (CDT) as a guiding framework, the study explored how participants understood, negotiated, and redefined their identities within a profession historically shaped by hearing norms. Four essential themes emerged: reframing disability as expertise, navigating institutional supports and structural barriers, negotiating clinical spaces designed around hearing bodies, and drawing strength from relational networks. These findings can inform more inclusive practices among higher education professionals and clinical educators, helping reduce disparities between hearing students and those who are D/HH in nursing education and the broader workforce.
Publisher
Northern Illinois University
Rights Statement
In Copyright
Rights Statement 2
NIU theses and dissertations are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors, unless otherwise indicated.
Recommended Citation
Melms, Randa, "“Don’t Let Your Disability Be Your Weakness, Let It Be Your Greatest Strength”: A Phenomenological Study of Nursing Students Who Are Deaf or Hard of Hearing" (2026). Dissertations of Practice. 123.
https://huskiecommons.lib.niu.edu/allgraduate-disspractice/123
