MAIN ARTICLESUniversal Design for Instruction in Nursing Education An Integrative ReviewLevey, Janet A.Author Information About the Author Janet A. Levey, PhD, RN-BC, CNE, is an associate professor, Concordia University Wisconsin School of Nursing, Mequon, Wisconsin. For more information, write to her at firstname.lastname@example.org. The author declares no conflict of interest. Supplemental digital content is available for this article. Direct URL citations appear in the printed text and are provided in the HTML and PDF versions of this article on the journal’s web site (www.neponline.net). Nursing Education Perspectives: May/June 2018 - Volume 39 - Issue 3 - p 156-161 doi: 10.1097/01.NEP.0000000000000249 Buy SDC Metrics Abstract AIM The aim of the study was to explore the use of universal design for instruction (UDI) in nursing education. BACKGROUND Educators seek to employ innovative pedagogies accessible to diverse learners across learning environments. UDI, an inclusive strategy for meeting this goal is not well known in nursing education. METHOD An integrative review was used to meet the study’s aim. Five databases were searched for literature published between 2000 and 2013. RESULTS Of 45 articles retrieved, only three studies and 14 feature articles met the inclusion criteria. A literature matrix was used to synthesize major concepts to create theme labels: marginalized students as a vulnerable population, faculty lack of knowledge of UDI, reactive versus proactive instructional design, and best teaching practices. CONCLUSION The lack of UDI knowledge by educators is a barrier to its usage. Implications and recommendations for adopting universal design in nursing education are discussed. © 2018 Lippincott Williams & Wilkins, Inc.