Supporting inclusion in nursing education: a metasynthesis on learning experiences of students with specific learning disorders

Background Specific Learning Disorders (SLDs) are neurodevelopmental conditions characterized by persistent difficulties in reading, writing, and mathematics despite adequate intellectual abilities. Understanding the lived experiences of nursing student with SLDs is essential to developing inclusive educational strategies that promote both academic success and patient safety. Aim This qualitative meta-synthesis explored and interpreted the lived experiences of undergraduate nursing students with SLDs throughout their academic pathways. Methods Following the Joanna Briggs Institute methodology for qualitative evidence synthesis and reported in accordance with the ENTREQ guidelines, a comprehensive literature search was conducted across PubMed, CINAHL, PsycINFO, EMBASE, and ERIC. Methodological quality of the included studies was appraised using the CASP checklist, while data analysis and thematic synthesis were conducted following the framework proposed by Sandelowski and Barroso. Results Twelve qualitative studies published between 2003 and 2021 met the inclusion criteria. Eight core themes emerged: (1) the impact of SLD on learning; (2) compensatory strategies; (3) disclosure experiences; (4) types of support received; (5) metacognitive awareness; (6) acceptance of one’s condition; (7) theoretical learning; and (8) expectations regarding the work environment. SLDs influenced nursing students’ learning by affecting clinical performance, emotional stability, and self-confidence. To manage these challenges, students adopted compensatory strategies such as taking extra time, using organizational tools, and relying on digital supports. Disclosure experiences were shaped by stigma, patient-safety concerns, and tutors’ attitudes. Support from tutors, peers, services, and families proved essential, while metacognitive awareness helped students recognize their strengths and regulate their learning. Theoretical difficulties were generally manageable, and students tended to prefer predictable, slower-paced work environments, perceiving high-intensity settings as less compatible with their needs. Conclusion Findings highlight the need for Universities to implement inclusive policies in both classroom and clinical settings. Further research is needed to evaluate interventions that strengthen students’ self-awareness, metacognitive skills, and learning regulation. Longitudinal and mixed-method studies are also required to understand how students’ experiences and coping strategies evolve throughout their academic trajectory and during the transition to professional practice. Additionally, evaluating training programmes for tutors and educators could provide valuable evidence on how inclusive teaching and mentorship practices influence academic success and professional development in students with SLDs.