Integrating LGBTQIA2S+ cultural care concepts within nursing curriculum
Laura Smith, DNP, RN, PHN and Jessica Huber, DNP, RN
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Background: Lesbian, gay, bisexual, transgender, queer, intersex, asexual, two-spirit, plus (LGBTQIA2S+) individuals face health disparities due to social stigmas and discrimination in health care settings. National organizations and accreditation bodies have called attention to this concern, making LGBTQIA2S+ health promotion an initiative to improve health outcomes. Unfortunately, delaying and/or avoiding health care still exists within the LGBTQIA2S+ population. Primary factors of this include mistrust of the healthcare system and providers’ lack of knowledge regarding culturally competent care.
Problem: LGBTQIA2S+ cultural care concepts are lacking in health care curriculum and education. Both faculty and healthcare providers report feeling a lack of competence and comfort with LGBTQIA2S+ content. As a result, students are not exposed to LGBTQIA2S+ content, negatively impacting their ability to care for this population.
Methods: Twenty-one (n = 21) nursing faculty fully participated in a pre- and post-assessment LGBTQIA2S+ educational intervention using the Safe Zone curriculum. Guiding frameworks included Rivera’s Gender Affirming Nursing Care (GANC) Model, The Adult Learning Theory, and Prosci’s ADKAR change model. The instrument used for data collection was The Lesbian, Gay, Bisexual, and Transgender Development of Clinical Skills Scale (LGBT-DOCSS), measuring self-perceived subscales of Knowledge, Attitudinal Awareness, and Clinical Preparedness.
Conclusion: A statistical significance was found in faculty participants' Knowledge and Clinical Preparedness subscales, indicating that educational interventions, when applied to other institutions, academic majors, and clinical practice, may improve knowledge of LGBTQIA2S+ cultural care competency. This paper will discuss the aim, objectives, and process used in the development, facilitation, and evaluation of an LGBTQIA2S+ educational intervention.
|Type||DNP Capstone Project|
|Review Type||None: Degree-based Submission|
|Evidence Level||Quality Improvement|
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