The effects of dyslexia on the work of nurses and healthcare assistants

Headnote

Abstract

Aim To explore the effects of being dyslexic on the working lives of nurses and healthcare assistants (HCAs), and to identify what might be done to improve their working lives.

Method A qualitative approach was taken comprising semi-structured interviews and interpretative data analysis. Seven nurses and HCAs took part in the study.

Findings Dyslexia affects each individual differently and may affect career choice and career progression. Appropriate support from colleagues and employers is important. The participants identified dyslexia-friendly practices and made suggestions for improvements.

Conclusion Nurses and HCAs with dyslexia can make a major contribution to patient care, although dyslexia can affect their work in many different ways. Establishing a dyslexia-friendly workplace would help them to achieve their maximum potential.

Author

Karen Illingworth, at the time of writing, was clinical effectiveness adviser, St James's University Hospital, Leeds Teaching Hospitals NHS Trust, Leeds.

Keywords

Dyslexia; Educational problems; Staff welfare

These keywords are based on the subject headings from the British Nursing Index. This article has been subject to double-blind review. For related articles and author guidelines visit the online archive at www.nursing-standard.co.uk and search using the keywords.

THERE IS no single agreed definition of dyslexia. It can be considered as 'a difference in the brain area that deals with language. It affects the underlying skills that are needed for learning to read, write and spell' (British Dyslexia Association (BDA) 2005a). It occurs in people from all backgrounds and of all abilities. Strengths associated with dyslexia include good comprehension, problem solving, oral and, occasionally, visual skills (Reid and Kirk 2001).

Diagnosis of dyslexia in adults may be more difficult than in children because adults develop coping strategies that may mask difficulties (Reid and Kirk 2001). Formal assessment is generally made by chartered psychologists, dyslexia tutors or job centre personnel (Bartlett and Moody 2001). A diagnosis by a chartered psychologist is needed to help people with dyslexia obtain grants, equipment, support and special arrangements for examinations. However, not everyone wants formal diagnosis or has the financial resources to obtain one. In some cases, use of appropriate screening measures may provide sufficient information to decide on necessary support (Reid and Kirk 2001). Adult dyslexies may be employed in jobs that underuse their capacity or subject them to...