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Preparing for a student with a service animal
Abstract
This article offers guidance to nursing programs to assist in planning for a quality educational experience for a student with a service animal while ensuring patient safety and the continuation of efficient clinical operations. Nursing faculty should be aware of misperceptions about service animals in the workplace, address fears, concerns, and communicate plans for educating the student with the service animal to all faculty, staff and clinical personnel involved with the student. Examples are provided from experiences with multiple students using service dogs at two schools of nursing.
Query: Embase, CINAHL, PubMed.
The number of nursing students with disabilities entering nursing school continues to rise along with the critical need for nurses. According to federal law, accommodations must be implemented in the classroom and clinical area for nursing students with disabilities. Faculty and administrators must protect the civil rights of those with disabilities by addressing barriers to student success and establishing accommodations. By using adaptive equipment, service animals, and other accommodations, nursing students with disabilities can be successful in providing safe and effective care to patients and add to diversity and inclusion in the nursing profession.
As service dogs, emotional support dogs, and therapy dogs have become more prevalent in the USA, so too has the controversy surrounding their legitimacy. Yet, there is a lack of objective data regarding the public’s understanding of the role played by each of these types of animals, as well as their perceptions regarding the legitimacy of their integration. An anonymous, online survey was distributed to examine the perceptions of US adults who do not own any type of assistance animal. A total of 505 individuals responded to the online survey, yielding 284 usable responses. Results suggest widespread misconceptions about definitions, rules, regulations, and rights associated with each type of assistance dog. In general, service dogs are more likely to be perceived as helping with a legitimate need, and their access to public spaces is viewed favorably. While there are some concerns about the legitimacy and necessary access rights for emotional support dogs, members of the public correctly identified the roles and rights of therapy dogs. Despite the media’s focus on abuses and false representation of these dogs, most participants reported feeling the majority of people are not taking advantage of the system.
Pet dogs, therapy dogs, and service dogs can be seen in workplaces with increasing frequency. Although dogs may provide many benefits to employees and employers, their presence may introduce additional hazards and concerns to the work environment. Therefore, decisions to accept dogs in the workplace may include many considerations including the health, safety, and well-being of employees, legal and cultural sensitivities, and animal welfare. The present paper serves to introduce the issue of dogs in the workplace and outline the potential benefits and challenges to their presence. The legal accommodations afforded to certain types of dogs in workplace settings are discussed, and the research findings pertaining to the potential benefits of dogs on human health and well-being are summarized. The paper concludes with considerations for human resource management personnel in the areas of diversity, employee relations, ethics and corporate responsibility, organizational and employee development, safety and security, and legal considerations, as well as suggested topics for future research.
Aim:
The Creighton Competency Evaluation Instrument (CCEI) was modified from an existing instrument, the Creighton Simulation Evaluation Instrument, for use in the National Council of States Boards of Nursing National Simulation Study (NCSBN NSS).
Background:
The CCEI was developed for the NCSBN NSS for use as the evaluation instrument for both simulation and traditional clinical experiences in associate and baccalaureate nursing programs.
Method:
Five nursing programs assisted with reliability and validity testing of the CCEI. Using a standardized validation questionnaire, faculty rated the CCEI on its ability to accurately measure student performance and clinical competency. Videos scripted at three levels of performance were used to test reliability.
Results:
Content validity ranged from 3.78 to 3.89 on a four-point Likert-like scale. Cronbach's alpha was > .90 when used to score three different levels of simulation performance.
Conclusion:
The CCEI is useful for evaluating both the simulation and traditional clinical environments.
Study type:
Review LEVEL OF EVIDENCE: N/A.
Introduction:
Direct patient care across the lifespan has been the standard for nursing clinical experiences over the past several years. Recently, the Ohio Board of Nursing ruled that 100% of pediatric clinical hours could be replaced with simulation.
Purpose:
Make a recommendation for the number of direct patient care clinical hours in pediatrics that are needed to meet the pediatric nursing competencies.
Method:
All fifty United States Boards of Nursing prelicensure nursing education requirements were reviewed to identify the number of required clinical hours and definitions for clinical experience. In addition, the Society of Pediatric Nurses members were surveyed to identify the number of direct pediatric clinical hours needed to achieve the Society of Pediatric Nurses pediatric pre-licensure competencies.
Results:
Only ten states outline any requirements regarding the required number of clinical hours for prelicensure nursing education and twenty-six states incorporate language that defines clinical experiences.
Conclusion:
All prelicensure students take the standardized National Council Licensure Examination (NCLEX), therefore, a consensus among the state boards of nursing outlining the minimum number of clinical hours required to reach nursing competency is needed.
Practice implications:
Based on the survey results of the Society of Pediatric Nurses' members and expert opinion of the pediatric authors, a minimum of 61 to 80 clinical hours in direct care of pediatric patients is necessary for nursing students to meet the Society of Pediatric Nurses' recommended pediatric nursing content, obtain pediatric nursing competency, and be able to care for pediatric patients and their families.
Service dogs are sanctioned by the Americans with Disabilities Act as having protected rights allowing them to assist owners with disabilities. These dogs are appearing with increasing frequency in healthcare settings, and it is important for healthcare providers to understand the rules and regulations given to service animals and owners. We discuss processes that transpired when a service dog was brought into a psychodynamic psychotherapy group. The purpose of this paper is to highlight the unintended consequences of the Americans with Disabilities Act of 2010 as it concerns service dogs and the impact on the group process. Problems resulting from the introduction of service dogs into therapy groups should be anticipated and explicitly discussed in the course of the group's transactions.
The beneficial aspects of canines who provide services to people with disabilities have resulted in an explosion of a category of dogs that are bred and/or trained just for service purposes. Over the past 30 years, the role of most service dogs has become more prominent and more demanding. There are also concerns as to the well-being of these animals and questions regarding realistic expectations of them. The purpose of this article is to explore the utilization of service dogs in a rehabilitation health care setting. More specifically, ethical issues that are pertinent to the service dog's role will be identified and resolutions recommended.
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Pet industry market size and ownership statistics
American Pet Products Association (2020). Pet industry market size and ownership statistics. Retrieved from https://www.americanpetproducts.org/press_industrytrends.
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Froling, J. (2009). Service dog tasks for psychiatric disabilities. Retrieved from https://
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Hounds at the hospital, cats and the clinic: Challenges associated with service animals and animal-assisted interventions in healthcare facilities
- J Huss
Huss, J. (2017). Hounds at the hospital, cats and the clinic: Challenges associated with
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A guide to disability rights laws
U.S. Department of Justice, Civil Rights Division (2009). A guide to disability rights laws.
Retrieved from https://www.ada.gov/cguide.htm.
ADA requirements: Service animals
U.S. Department of Justice, Civil Rights Division (2011). ADA requirements: Service
animals. Retrieved from https://www.ada.gov/service_animals_2010.htm.
Frequently asked questions about service animals and the ADA
U.S. Department of Justice, Civil Rights Division (2015). Frequently asked questions
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