{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,15]],"date-time":"2026-10-15T05:22:25Z","timestamp":1792041745833,"version":"4.4.0"},"reference-count":85,"publisher":"Wiley","issue":"2","license":[{"start":{"date-parts":[[2013,7,8]],"date-time":"2013-07-08T00:00:00Z","timestamp":1373241600000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Journal of Advanced Nursing"],"published-print":{"date-parts":[[2014,2]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:sec><jats:title>Aim<\/jats:title><jats:p>To introduce how nursing students discursively construct their dyslexic identities.<\/jats:p><\/jats:sec><jats:sec><jats:title>Background<\/jats:title><jats:p>Identity mediates many important facets of a student's scholarly journey and the availability and use of discourses play a critical part in their ongoing construction.<\/jats:p><\/jats:sec><jats:sec><jats:title>Design<\/jats:title><jats:p>A discourse\u2010based design was used to examine the language employed by students in constructing their dyslexic identities.<\/jats:p><\/jats:sec><jats:sec><jats:title>Methods<\/jats:title><jats:p>Using narrative methods, 12 student nurses with dyslexia from two higher education institutions in the Republic of Ireland were interviewed during the period February\u2013July 2012. Discourse analysis of interviews entailed a two\u2010stage approach: leading identity analysis followed by thematic analysis.<\/jats:p><\/jats:sec><jats:sec><jats:title>Results<\/jats:title><jats:p>Discourses used by students to construct their dyslexic identity correspond with positions on an \u2018Embracer, Passive Engager and Resister\u2019 continuum heuristic. The majority of students rejected any reference to using medical or disabled discourses and instead drew on contemporary language in constructing their dyslexic identity. Nine of the 12 students did not disclose their dyslexic identity in practice settings and drew on not being understood to support this position. In addition, a discourse linking \u2018being stupid\u2019 with dyslexia was pervasive in most student narratives and evolved from historical as well as more recent interactions in nurse education.<\/jats:p><\/jats:sec><jats:sec><jats:title>Conclusion<\/jats:title><jats:p>This study indicates variation in how students discursively construct their dyslexic identities, which, in turn, has an impact on disclosure behaviours. Policy leaders must continue to be mindful of wider sociocultural and individualized understandings of dyslexic identities to enhance inclusion prerogatives.<\/jats:p><\/jats:sec>","DOI":"10.1111\/jan.12199","type":"journal-article","created":{"date-parts":[[2013,7,8]],"date-time":"2013-07-08T07:15:05Z","timestamp":1373267705000},"page":"360-372","source":"Crossref","is-referenced-by-count":47,"title":["\u2018I am not a dyslexic person I'm a person with dyslexia\u2019: identity constructions of dyslexia among students in nurse education"],"prefix":"10.1111","volume":"70","author":[{"given":"William","family":"Evans","sequence":"first","affiliation":[{"name":"Institute of Technology Tralee Tralee Ireland"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2013,7,8]]},"reference":[{"key":"e_1_2_10_2_1","doi-asserted-by":"publisher","DOI":"10.1080\/02601370.2012.700646"},{"key":"e_1_2_10_3_1","volume-title":"Requirements and Standards for Nurse Registration Education Programmes","author":"An Bord Altranais","year":"2005"},{"key":"e_1_2_10_4_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1467-8578.2008.00408.x"},{"key":"e_1_2_10_5_1","volume-title":"National Guidelines for Working with Nursing and Midwifery Students with a Disability or Specific Learning Difficulty in Clinical Practice","author":"Association for Higher Education Access and Disability (AHEAD)","year":"2012"},{"key":"e_1_2_10_6_1","doi-asserted-by":"publisher","DOI":"10.1080\/09687590701337967"},{"key":"e_1_2_10_7_1","unstructured":"BardenO.(2011)\u2018We're superhuman we just can't spell.\u2019 Using the affordances of an online social network to motivate learning through literacy in dyslexic sixth\u2010form students. 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