 Creating inclusive environments for students with disabilities in the context of nursing clinical internships: The importance of trust 
The growing number of university students with disabilities in nursing sciences is a recent and complex phenomenon compounded by many challenges during their clinical internship. A multi-case study with two students and two clinical supervisors was conducted to make visible the clinical internship experience of students with disabilities and that of their clinical supervisors. Curran's Coaching Model was used to guide the interviews. Results show that timing of disclosure, authenticity in expressing the self, mutual understanding and support for safe care delivery all play a role in establishing and maintaining a trusting relationship conducive to learning during clinical internships. The results are discussed using Curran’s Model and the Human Development Model - Disability Creation Process (HDM-DCP) to propose clinical modalities that promote equity for students with disabilities. We conclude that Curran's Coaching Model could apply to other students with learning disabilities or attention deficit disorder with or without hyperactivity, and probably also to those with mental health disorders.