Integrating Sexual Minority Health Issues into a Health Assessment Class

Bosse, Jordon D.; Nesteby, J. Aleah; Randall, Carla E.

doi:10.1016/j.profnurs.2015.04.007

Cited by 38 publications

(26 citation statements)

References 25 publications

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“…There is a paucity of research and literature on LGBT healthcare issues (Institute of Medicine ), and even less about nursing care for LGBT people (Institute of Medicine , Bosse et al . , Carabez et al . ).…”

Section: Introductionmentioning

confidence: 99%

Building nurses’ capacity to address health inequities: incorporating lesbian, gay, bisexual and transgender health content in a family nurse practitioner programme

Yingling

Cotler

Hughes

2017

Journal of Clinical Nursing

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Given their large numbers and presence across systems of care, nurses are uniquely positioned to address barriers to care faced by lesbian, gay, bisexual and transgender people. Modules such as the one described here can be used by nurse faculty to guide the inclusion of lesbian, gay, bisexual and transgender-specific content in family nurse practitioner or other nursing courses-as well as to guide the development of nursing competencies in the care of lesbian, gay, bisexual and transgender people.

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Section: Introductionmentioning

confidence: 99%

Building nurses’ capacity to address health inequities: incorporating lesbian, gay, bisexual and transgender health content in a family nurse practitioner programme

Yingling

Cotler

Hughes

2017

Journal of Clinical Nursing

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“…Scholars have called upon nursing to reckon with various forms of oppression and to move away from the hidden curriculum of institutionalized silence, racism, ableism, sexism, heteronormativity, Islamophobia, homophobia, and transphobia (Barbee, 1993; Bosse, Nesteby, & Randall, 2015; Carabez et al, 2015; Engelman, Valderama‐Wallace, & Nouredini, 2019; Giroux & Penna, 1979; Hafferty, 1998; Hall & Fields, 2012; Hassouneh & Lutz, 2013; Lutz, Hassouneh, Akeroyd, & Beckett, 2013; Kolade, 2016; Markey & Tilki, 2007; Scott, Bray, Asiodu, & McLemore, 2018; Stone & Ajayi, 2013). These are overshadowed by lines of inquiry that focus on individual behavior, acute care, symptom management, and the protection of the profession.…”

Section: Discussionmentioning

confidence: 99%

‘The Problem of the Color Line’: Faculty approaches to teaching Social Justice in Baccalaureate Nursing Programs

Valderama‐Wallace

Apesoa-Varano

2020

Nursing Inquiry

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Social justice is put forth as a core professional nursing value, although conceptualizations within foundational documents and among nurse educators remain inconsistent and contradictory. The purpose of this study was to explore how faculty teach social justice in theory courses in Baccalaureate programs. This qualitative study utilized constructivist grounded theory methods to examine processes informing participants' teaching. Participants utilize four overarching approaches: fostering engaging classroom climates, utilizing various naming strategies, framing diversity and culture as social justice, and role modeling a critical stance. They deploy specific strategies, varying largely by race, educational background, and nursing specialty. A background in social sciences supports pedagogy that interrogates health inequities rather than merely raising awareness about disparities. Findings also reveal that faculty of color navigate institutional structures predicated upon colorblind racism and problematic views of culture, which many white faculty teaching non‐Community Health Nursing courses described doing. To enact social justice and be answerable to our communities, concerted anti‐oppression efforts are needed across education, research, practice, and policy. This includes sustained commitment to address colonialism and whiteness in every institution that defines, promotes, and claims to advance nursing so that we can fulfill our responsibility to address unjust systems and structures to serve our communities.

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“…The PPM stages guide interventions for a community group, but also can be used to formulate the interventions that advance professional development. Bachelor's education must not only stress the importance for nursing students to continue learning about diversity and appropriate interventions, but also to equip them with strategies to apply this new knowledge in their clinical practice (Bosse, Nesteby, & Randall, 2015).…”

Section: Framework Step 5 Reflecting On the Process And Project Dmentioning

confidence: 99%

A 5‐step framework to promote nursing community inclusivity: The example of nurses with disabilities

Zlotnick

Shpigelman

2018

Journal of Clinical Nursing

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As approximately 15% of the world's population has a disability, nurses must possess an understanding of individuals with a disability as an aspect of cultural diversity. It is the responsibility of programmes to instil in nursing students, the ability to appreciate and work with culturally diverse student and registered nurses. Such goals not only reflect nursing goals, but also strengthen the cohesion and inclusivity of the nursing community.

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Integrating Sexual Minority Health Issues into a Health Assessment Class

Cited by 38 publications

References 25 publications

Building nurses’ capacity to address health inequities: incorporating lesbian, gay, bisexual and transgender health content in a family nurse practitioner programme

Building nurses’ capacity to address health inequities: incorporating lesbian, gay, bisexual and transgender health content in a family nurse practitioner programme

‘The Problem of the Color Line’: Faculty approaches to teaching Social Justice in Baccalaureate Nursing Programs

A 5‐step framework to promote nursing community inclusivity: The example of nurses with disabilities

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