A writing assignment to address gaps in the nursing curriculum regarding health issues of LGBT+ populations

Abstract

Background: Lesbian, gay, bisexual, and transgender (LGBT+) populations account for 4% of the US population, yet health disparities persist, which are considered a priority in health care systems. In nursing education programs, the allotment in time to coverLGBT+ health content is not mandated thus ranges from zero to several hours total in nursing curricula. Therefore, nursing students' education regarding LGBT+ health issues remains minimal and inconsistent throughout the nation's nursing programs.Aim: To provide associate degree nursing students with exposure to the health disparities in LGBT+ populations through a reflective writing assignment.Methods: The essays were culled from both sections of an established core course in the nursing curriculum, which was taught by both faculty. Using a retrospective content analysis approach, the essays from 61 associate degree nursing students were read and reread by both authors. Similar statements were grouped together and themes emerged for both authors.Results: The content analysis from the students' essays, which exposed the students to LGBT+ health issues, yielded intriguing and encouraging data. Four themes regarding LGBT+ health emerged from the students' essays: (1) communication, (2) advocacy, (3) increased knowledge and awareness, and (4) empathy development.Conclusions: Such results suggested that a reflective writing assignment was beneficial for nursing students and exposed and familiarized them with the disparities of LGBT+ populations. Through an analysis of the students' essay contents, the two faculty researchers were able to identify improved knowledge and awareness from the writing assignment. K E Y W O R D Sassociate degree nursing students, health care disparities, LGBT health, LGBT populations, nursing curriculum, nursing education

Strategies for inclusion of lesbian, gay, bisexual, transgender, queer, intersex, and asexual (LGBTQIA+) education throughout pharmacy school curricula

“…Five main strategies can be adopted to include LGBTQIA+ content in the curriculum: 1) integration into interprofessional courses, 2) didactic courses, 3) skillsbased laboratory courses, 4) elective courses, or 5) a combination of these strategies for integration into multiple courses throughout the curriculum. 19,20,22,[24][25][26][27][28][29][30][31][32][33][34][35][36][37][38][39] Before implementing these strategies, a curriculum mapping to assess current LGBTQIA+ content and identify potential gaps is necessary. This may also open A person whose primary sexual and affectional orientation is toward people of the same and other genders, or towards people regardless of their gender Cisgender Someone who is not transgender with a gender identity that aligns with their sex assigned at birth Gay A sexual and affectional orientation toward people of the same gender Gender Identity A person's internal sense of self and how they fit into the world, from the perspective of gender Gender nonconforming A person whose gender identity differs from that which was assigned at birth, but may be more complex, fluid, multifaceted, or otherwise less clearly defined than a transgender person Intersex An umbrella term to describe a wide range of natural body variations that do not fit neatly into conventional definitions of male or female.…”

Evidence-based relationship variables when working with affectional and gender minority clients: A systematic review.

“…Of the six studies that examined provider self-report, two were hypothetical in nature, about willingness to engage or work with AGM populations (Maley & Gross, 2019; Shires, Prieto, Woodford, Jaffee, & Stroumsa, 2019). Of the seven studies that examined client self-report, just one was a hypothetical examination of service preferences for a proposed pre-exposure prophylaxis (PrEP) program (Witzel et al, 2018).…”

“…Assignments such as reading an article and then writing a reflective essay have also been shown to enhance empathy and positive relations with clients. For example, Maley and Gross (2019) reviewed the personal reflective writing essays from 61 associate-level nursing students in response to an article noting best practices for addressing health disparities in les-bian, gay, bisexual, and trans clients. Four themes emerged in the assignments: the recognized need to use clear and direct communication with patients; the need to advocate or speak up for patients who may not be able to advocate for themselves; increased knowledge and awareness given little to no previous training; and enhanced empathy for this population.…”

Análise Lexical Sobre Minorias Sexuais E De Gênero: Perspectivas De Estudantes De Graduação Em Saúde

“…no tocante aos cuidados da população LGBT+ no âmbito universitário, tais verbos indicam ações que favorecem as recomendações de dar maior visibilidade dessa temática nos currículos e na criação de espaços de empoderamento para os próprios estudantes (por exemplo, adaptar banheiros ou valorizar o nome social). (26)(27)(28) Complementarmente, foram identificados e calculados com base no χ² termos e conceitos centrais (Figura 3) para garantir uma compreensão das conexões de palavras com foco no atendimento profissional e das relações entre indivíduos e grupos sociais. O enfoque educativo na prática profissional em Enfermagem foi destacado e priorizou o respeito à orientação sexual de cada pessoa, refutando práticas discriminatórias e preconceituosas.…”