Attention-deficit/hyperactivity disorder in nursing education: Implications for teaching, learning, and practice

Abstract

Attention-Deficit/Hyperactivity Disorder (ADHD) remains under-recognized within nursing education despite its prevalence. ADHD is recognized as a chronic neurodevelopmental disorder. It often manifests as persistent patterns of inattention, impulsivity, and difficulties with executive functioning, which can significantly impact a student's academic and clinical performance. While clinicians typically diagnose ADHD during childhood, it sometimes continues into adulthood and is increasingly identified among college students, including those in nursing programs. Few studies have specifically explored ADHD's impact on nursing students, underscoring the need for further research and a deeper understanding of this chronic neurodevelopmental disorder. This paper examines the complex causes of ADHD and emphasizes how core symptoms affect nursing students' engagement, task completion, and clinical competence. The demanding nature of nursing education highlights the importance of executive functions in supporting self-regulation, planning, and time management. Additionally, effective teaching strategies for helping students with ADHD are outlined. Nurse educators play a critical role in promoting academic and clinical success by adopting responsive, evidence-based teaching practices that acknowledge neurodiversity.

Keywords

Academic accommodations / Attention-Deficit/Hyperactivity Disorder / Executive functioning / Inclusive education / Nurse educator strategies / Nursing students

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