The research delves on helping nursing students with dyslexia improve the learning process. All parties must contribute to the nursing students with dyslexia’s improved learning process. Title Content. The title Exploring the Learning Experiences of Nursing Students with Dyslexia (Child Langford, 2011, p39) rightfully reflects the content of the professional journal. The professional journal focuses on nursing students afflicted with dyslexia. The entire article starts by introducing the theory that effective and efficient nurses should have the affective, cognitive, and psychomotor domain of learning capacities. The article positively identifies dyslexia strengths as problem-solving skills, good comprehension, and oral/visual skills. The credibility of the author. The author is credible. Jenny Child is the senior lecturer of Elizabeth Langford Nursing School. The author’s expertise is in adult nursing practice. The author is also the nursing skills adviser of the University of West of England. Specifically, the author is connected to the University’s Faculty of Health and Sciences, Bristol. As a professor, if nursing, the author is validly credible. Key Components of the Abstract Summary. The journal abstract perfectly summarises the key components of the full article. The abstracts include the aim of the author to focus on the learning experiences of the nursing students with dyslexia. … The abstract shows that the research used the interview research approach to collect the required research data. Outline of the Research Rationale. The rationale for implementing the dyslexia-based research is correctly outlined. The rationale states that the Equality Act of 2010 mandates that student healthcare participants (nurses, doctors, physical therapists, and others) have the right to be given reasonable adjustments within the learning environment. The rationale includes the mentors’ and learning institutions’ corresponding responsibility to adjust their teaching priorities to fit the learning needs of the students with learning disabilities, especially nursing students with dyslexia (Moody 2007, p4). Comprehensiveness of the Literature review. The review of a literature review is correctly comprehensive and up to date. The June 2011 journal article was published recently. The researcher incorporated related literature from 2008 to 2011, publication date. The author used comprehensive related literature from accepted healthcare resources. The resources included the British Education Index, Medline, British Nursing Index, and Allied Health Literature. These resources offer comprehensive and updated nursing healthcare references. The researcher also used the Equality Act 2010 as the basis for recommending the enhancement of the current dyslexia-afflicted nursing students’ healthcare learning priorities. The related literature focuses on the implementation of a dyslexia-based learning program.