Universal Design for Learning in Higher Education: A Concept Analysis
Document Type
Article
Publication Date
10-6-2021
Publication Title
Teaching and Learning in Nursing
First page number:
1
Last page number:
6
Abstract
Research has shown that the Universal Design for Learning (UDL) framework has significant potential for diverse learners in a variety of settings. Although UDL has been utilized in K-12 for some time, there are few publications utilizing this framework in academic nursing, staff development, or patient education. This concept analysis, using Rodgers' Evolutionary Concept Analysis, differentiated the surrogate terms, practical examples, antecedents, attributes and outcomes of UDL in higher education, based on 45 articles. The analysis represents an initial step in understanding how UDL application can further support nursing education and curricula design. Nursing students can directly benefit from two major aspects of UDL: (a) its emphasis on flexible curriculum, and (b) the variety of instructional practices, materials, and learning activities. As the student population in nursing continues to diversify, it is imperative to develop curricula that support diverse students effectively.
Keywords
Differentiated instruction; Learning barriers; Learning styles; Nursing education; Universal Design for Learning; Universal instructional design
Disciplines
Educational Methods | Higher Education | Nursing
Language
English
Repository Citation
Coffman, S.,
Draper, C.
(2021).
Universal Design for Learning in Higher Education: A Concept Analysis.
Teaching and Learning in Nursing
1-6.
http://dx.doi.org/10.1016/j.teln.2021.07.009