Incorporating health care concepts addressing the needs of the lesbian, gay, bisexual, and transgender population in an associate of science in nursing curriculum: Are faculty prepared?

Collaborative practices and Lesbian, Gay, Bisexual, Transgender, Queer or Questioning, Intersex, and Asexual and/or Ally (LGBTQIA+) care in clinical nursing education

“…Two were the objectives of this study: the demand for training of healthcare professionals on the topic of LGBTQIA+ delivery of care, [32][33][34] and the implementation of collaborative practices in the coursework through HIP pedagogy. In accordance with the many benefits of implementing collaborative practices, [7][8][9][10] the HIP, SWIG, was used as a bridge for establishing a collaborative learning experience between nursing and interpersonal communication students and as a pedagogical tool to teach best practices for LGBTQIA+ health.…”

“…Student reflections validated arguments regarding the positive effect that training of healthcare professionals can have on patients who identify as LGBTQIA+. [32][33][34] According to the reflections, students learned the importance of: (a) maintaining a professional demeanor even if a patient has a different culture, preference, or religion (see reflections NS4, SN5, 1).…”

“…[30,31] Nurses are entering practice with little or no education on the delivery of care to these patients, which may result in unprofessional nurse-patient interactions and communication conflicts. [32][33][34] Moreover, nursing educators are not adequately prepared to teach content on LGBTQIA+ health disparities. [34] 2.2 The SWIG pedagogy This study presents an example of a collaborative practice experience between nursing and interpersonal communication students.…”

LGBTQ+ Psychosocial Concerns in Nursing and Midwifery Education Programmes: Qualitative Findings from a Mixed-Methods Study

“…Among these developments, and as part of ongoing monitoring, public involvement is also necessary. Education delivery must be culturally focused and take a Person-Centred Care (PCC) approach, which recognises that service users’ individual resources, interests, needs and preferences are recognised and responded to [ 26 , 40 , 41 ]. As such, Ekman et al [ 42 ] illustrated how person-centredness could be operationalised through PCC, with the theoretical framework encompassing the philosophy of personhood manifested through the patient narrative, partnership and coherent documentation, which are named as the three cornerstones of PCC.…”

“…To this end, nursing and midwifery practice needs to be informed by Transcultural Theory, with knowledge and understanding of the cultural needs of populations. This includes recognising and responding to transcultural differences, and their specific and distinct care and support needs and the responses necessary from health services [ 26 ]. To achieve this, health professionals need to be prepared with the necessary knowledge and skills to address the cultural and distinct health needs of LGBTQ+ people, their families and communities.…”