Revealing Gaps: Analysis of Nursing Faculty’s Awareness of Neurodiverse Diagnoses

Background: Neurodiversity encompasses the range of ways individuals receive, process, and respond to information. Misconceptions about neurodiversity and ableism persist in nursing education. This study analyzed nursing faculty’s knowledge of neurodiverse diagnoses. Method: This study analyzed 2024 data on nursing faculty preparedness to teach neurodiverse students. Open-ended responses from 89 nursing faculty at three North American institutions were analyzed to identify knowledge gaps. Results: Attention-deficit/hyperactivity disorder (ADHD) was the most frequently mentioned neurodiverse diagnosis (83.15%), followed by autism (78.65%). Learning disabilities were noted by 56.18% of participants, with dyslexia most common. Other non-neurodiverse diagnoses were mentioned by some participants. Conclusion: Most nursing faculty know some neurodiverse diagnoses, but few know the breadth of diagnoses considered neurodiverse. The mention of conditions not typically considered neurodiverse highlights the need for professional development. Inclusive teaching strategies and empathy are essential for supporting neurodiverse students and fostering their success.