Implementing universal design for learning in nursing education: Faculty perspectives

Suhasini Kotcherlakota, Lynnette Leeseberg Stamler, Austin Clark, Michele C. Howell

Research output: Contribution to journalArticlepeer-review


Background: Nursing faculty face an increase in the student population entering from diverse backgrounds. Universal Design for Learning (UDL) is recognized as an inclusive approach to learning that can address the diverse needs of nursing students. Aim: The purpose of this study was to examine faculty experiences during the implementation of UDL in nursing courses with a focus on barriers and support. Methods: The study was conducted within the nursing program at an academic medical center in the Midwest, uniquely positioned with five divisions dispersed across the state. We conducted a qualitative study using focus group data to capture faculty experiences applying UDL principles for teaching. Twelve nursing faculty participated in two focus group interviews. Results: We summarize barriers encountered and offer suggestions and resources for ongoing UDL implementation and inclusive practice. Conclusion: Nursing schools must capture faculty voices for unfolding diversity issues and enrich pedagogical practices to advance inclusive practices for student success.

Original languageEnglish (US)
Pages (from-to)e138-e144
JournalTeaching and Learning in Nursing
Issue number1
StatePublished - Jan 2024


  • Faculty development
  • Inclusive practices
  • Nursing education
  • UDL

ASJC Scopus subject areas

  • Research and Theory
  • Leadership and Management
  • Fundamentals and skills


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