Nursing's Silence on Lesbian, Gay, Bisexual, and Transgender Issues

Eliason, Michèle J.; Dibble, Suzanne L.; DeJoseph, Jeanne

doi:10.1097/ans.0b013e3181e63e49

Cited by 180 publications

(152 citation statements)

References 44 publications

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Section: Introductionmentioning

confidence: 99%

“…6,7 Given these barriers experienced by transgender patients, there is a significant need to educate future healthcare providers about their specific needs. Medical and nursing schools have begun to realize the need to reevaluate their curricula 8,9 and to assess their students' attitudes.10 However, to our knowledge, this assessment has yet to take place in the pharmacy curriculum.Pharmacists must be culturally competent to provide adequate pharmaceutical care.11 The Accreditation Council for Pharmacy Education (ACPE) has emphasized the importance of cultural competency in the standards used for assessing all pharmacy programs. Standards 9 (the goal of the curriculum) and 12 (professional competencies and outcomes expectations) provide guidance related to the importance of cultural competency in providing the best patient-centered care.…”

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confidence: 99%

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A Transgender Health Care Panel Discussion in a Required Diversity Course

Parkhill

Mathews

Fearing³

et al. 2014

American Journal of Pharmaceutical Education

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Objectives. To examine the impact of a panel discussion on transgender health care on first-year (P1) pharmacy students' knowledge and understanding of transgender experiences in an Introduction to Diversity course. Design. The panel consisted of both transgender males and females. After panelists shared their healthcare experiences, students asked them questions in a moderated setting. Students completed evaluations on the presentation and learning outcomes. They also wrote a self-reflection paper on the experience. Assessment. Ninety-one percent of students agreed that they could describe methods for showing respect to a transgender patient and 91.0% evaluated the usefulness of the presentation to be very good or excellent. Qualitative analysis (phenomenological study) was conducted on the self-reflection papers and revealed 7 major themes. Conclusion. First-year students reported that they found the panel discussion to be eye opening and relevant to their pharmacy career. Our panel may serve as model for other pharmacy schools to implement.Keywords: health disparities, transgender, pharmacy education, panel discussion, reflection, qualitative analysis INTRODUCTIONThe topic of lesbian, gay, bisexual, and transgender (LGBT) health was added to the Healthy People 2020 initiative, indicating that the US Department of Health and Human Services considered it to be an emerging issue. 1 The document states that LGBT individuals encounter several health disparities linked to societal stigma, discrimination, and denial of human and civil rights. It also specifically mentions the need to provide medical students access to and training about LGBT patients to increase culturally competent care. As pharmacists are also an integral part of the healthcare system, this statement can be extrapolated to pharmacy students as well.Although it is undeniable that the lesbian, gay, and bisexual (LGB) populations have significant challenges within the healthcare system, the struggles that transgender individuals face are even more pronounced. A transgender individual can include anyone whose self-identity, behavior, or anatomy falls outside of societal gender norms and expectations (Appendix 1). Transgender individuals have a high prevalence of human immunodeficiency virus/sexually transmitted diseases, mental health issues, and suicide.1 A significant number (28%) of transgender patients have experienced verbal harassment in a medical setting.2 Additionally, transgender individuals are less likely to have health insurance than heterosexual or LGB individuals. Lesbian, gay, and bisexual individuals, if necessary, can choose not to disclose their sexual orientation to their healthcare providers and still receive adequate primary health care. However, transgender patients must disclose their transgender status to receive thorough and appropriate health care. Yet, fear of discrimination by healthcare providers once they do disclose their status may prevent individuals from seeking both urgent and preventative medical treatment.2, 3 Know...

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Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

A Transgender Health Care Panel Discussion in a Required Diversity Course

Parkhill

Mathews

Fearing³

et al. 2014

American Journal of Pharmaceutical Education

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“…It may also be due to discomfort or lack of the necessary skills on the part of the provider to even ask the appropriate questions. Likewise, the nursing profession and nursing academia have been reported to be in need of improving their skills in working with LGBT populations (Dorsen, 2012;Eliason, Dibble, & Dejoseph, 2010;Keepnews, 2011). This means that doctors and nurses, the primary healthcare providers, are often missing the ideal opportunities to impact the sexual health of their patients.…”

Section: The Need For a Sexual Health Focusmentioning

confidence: 99%

Creating a Strategic Partnership for Educating Nurse Practitioner Students about Sexual Health

Rowniak¹

2014

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Sexual health is an essential and often neglected component of primary care. Nurse practitioners are ideal members of the healthcare team to be providing sexual health information, diagnoses, and treatments. Unfortunately, this is an area that has been lacking in the education of all healthcare providers. This paper describes a program that incorporates sexual health into the curriculum for nurse practitioner students through collaboration between the university school of nursing and the local health department. Given the increasing shortage of clinical sites and the need to train nurse practitioners to be competent in the delivery of sexual health, this is a model that could benefit other schools of nursing.

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“…With regard to sex-related matters, in the U.S., Eliason reported a notable silence about lesbian, gay, bisexual, and transgender issues in nursing education [12].…”

Section: Introductionmentioning

confidence: 99%

Perceived Difficulties Regarding HIV/AIDS Services among Public Health Nurses in the Kinki Region of Western Japan: Implications for Public Health Nursing Education in Japan

Nishimura¹,

Iwai²,

Ozaki³

et al. 2017

OJN

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Objective: To determine the perceived difficulties in providing HIV/AIDS services among public health nurses and to identify their correlates, we carried out a cross-sectional study in the Kinki region of western Japan. Methods: Structured self-administered questionnaires were distributed to all public health nurses in the region, and 1535 valid questionnaires were retrieved (valid response rate 78.7%). Results: More than half of the participants (52.8%) reported difficulties with HIV/AIDS services. The factors associated with perceived difficulties were having a negative attitude towards consultations on sexual matters (adjusted odds ratio [AOR] 2.2, p < 0.001), a perceived lack of encounters with homosexual people and people with HIV/AIDS during practice (AOR 1.6, p = 0.002 and AOR 1.8, p < 0.001), poor knowledge of sexual diversity (AOR 2.0, p < 0.001), lack of training in sexual diversity in public health nursing education (AOR 1.4, p = 0.016), and low permissiveness of the diversity of sexual behavior (AOR 2.0, p < 0.001). Conclusions: Overall, our results suggest that nursing and public health nursing education in Japan should cover sexual issues and HIV/AIDS in a more systematic way.

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Nursing's Silence on Lesbian, Gay, Bisexual, and Transgender Issues

Cited by 180 publications

References 44 publications

A Transgender Health Care Panel Discussion in a Required Diversity Course

A Transgender Health Care Panel Discussion in a Required Diversity Course

Creating a Strategic Partnership for Educating Nurse Practitioner Students about Sexual Health

Perceived Difficulties Regarding HIV/AIDS Services among Public Health Nurses in the Kinki Region of Western Japan: Implications for Public Health Nursing Education in Japan

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