Equitable obstetrical care for the lesbian, gay, bisexual, and transgender community
Chinazo E. Echezona-Johnson, DNP, EdD, LL.B, MSN, BSN, PCC
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Research has indicated that Lesbian, Gay, Bisexual and Transgender (LGBT) patients are not always satisfied with their health-care experiences due to the limited training received by the nursing professionals caring for them. The purpose of this study, using critical-theory principles, was to examine how the LGBT population was represented and portrayed in mainstream obstetrical-nursing courses, curricula, textbook, and syllabi. The guiding research question was based on the exploration of how nursing schools in a metropolitan city incorporate LGBT health-care topics in their obstetrical-nursing education. A qualitative, intrinsic case study research method was employed. A purposeful, criterion sample of faculty at a community nursing school in a large urban city was recruited via social media and the school newspaper for the study. Data were collected via thirty 30 document reviews and ten 10 unstructured interviews with open-ended questions. The data were analyzed by theme analysis and constant comparison. Emergent findings showed that LGBT content was minimal or absent entirely in obstetrical nursing curricula in associate degree nursing schools. Results indicated that nursing faculty were not knowledgeable about LGBT obstetrical health issues, and lacked the knowledge of how to incorporate LGBT issues into curriculum. Recommendations included quality professional development. As a result of this recommendation, a workshop was developed to train obstetrical faculty. The project will be evaluated using Kirkpatrick's 4-level models of training criteria. The training program will be a conduit between research and practice by demonstrating diverse ways to understand the LGBT population. This study supports positive social change by empowering future obstetric nurses to reject any practice that will repress, marginalize, and control their patients.
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3637125; ProQuest document ID: 1616661658. The author still retains copyright.
This item has not gone through this repository's peer-review process, but has been accepted by the indicated university or college in partial fulfillment of the requirements for the specified degree.
|Review Type||None: Degree-based Submission|
|Evidence Level||Case Study/Series|
|Research Approach||Qualitative Research|
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Echezona-Johnson, Chinazo E. (2016-07-13)Session presented on Friday, July 22, 2016 and Thursday, July 21, 2016: Research has indicated that Lesbian, Gay, Bisexual and Transgender (LGBT) patients are not always satisfied with their health-care experiences due to ...
A National Survey of Faculty Knowledge and Experience With Lesbian, Gay, Bisexual and Transgender (LGBT) Health and Readiness for Inclusion in Teaching: Curricular Implications for Baccalaureate Nursing Programs Lim, Fidelindo (2014-11-17)Session presented on Thursday, July 24, 2014: Purpose: The purpose of this faculty needs assessment survey is to appraise the LGBT health knowledge, experience and readiness teaching LGBT health topics among the nursing ...
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A Review of Primary Care Providers' Attitudes Toward Lesbian, Gay, Bisexual, Transgender, and Questioning People Aleshire, Mollie E.; Hatcher, Jennifer; Ashford, Kristin (2016-07-13)Session presented on Sunday, July 24, 2016: Background: Lesbian, gay, bisexual, transgender, and questioning (LGBTQ) individuals experience health disparities at higher rates than their heterosexual counterparts, and some ...
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