Abstract
AIM: To explore the experiences of student nurses with dyslexia in clinical practice in the United Kingdom. DESIGN: A systematic literature review of qualitative research. METHODS: Three databases-CINAHL, MEDLINE and the British Education Index, were searched for original articles, using keywords to find peer-reviewed papers published between 1995 and 2024. Two reviewers independently evaluated the studies for inclusion, and the selected studies were critically appraised using the CASP tools. The extracted data were thematically analysed and synthesised. RESULTS: Six studies were identified. Thematic analysis revealed four themes: Disclosing dyslexia, patient safety, compensatory coping strategies and support from practice assessors/supervisors. CONCLUSIONS: Student nurses with dyslexia have a variety of difficulties in clinical practice that call for continual assistance from their practice supervisors and assessors, including ward managers. Students must reveal their dyslexia to receive support, which can be a difficult and complicated process. Students should capitalise on their skills and employ compensating coping mechanisms to maintain patient safety. Further research is required to explore appropriate adjustments and the current level of help needed to support student nurses with dyslexia. NO PATIENT OR PUBLIC INVOLVEMENT: This study did not include patient or public involvement in its design, conduct or reporting.