Pedagogical principles and methods underpinning education of health and social care practitioners on experiences and needs of older LGBT+ people: Findings from a systematic review

Abstract

and Keogh, Brian (2019) Pedagogical principles and methods underpinning education of health and social care practitioners on experiences and needs of older LGBT+ people: findings from a systematic review. Nurse Education in Practice, 40 , 102625.

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

“…There may be concerns about students being unwilling to participate due to religious beliefs. [16][17][18][19][20] Many faculty do not consider themselves experts and may not feel qualified to teach about this topic due to their own limited training. 4,5,19 Finally, uncertainty regarding which LGBTQIA+ topics should be covered may prevent pharmacy schools from integrating the content, especially when competing with tier one and two topics.…”

“…4,5,7,11 Addressing Religious Objections Students may be unwilling to participate in lectures and activities related to LGBTQIA+ content due to conflicting religious views. 16,19 Carabez et al found that more than 1 in 10 nursing students reported religious values that may interfere with the quality of care of transgender patients. 18 Mandatory training may not lead to a change in attitudes or behaviors, and some individuals may still refuse to attend.…”

Educating health and social care practitioners on the experiences and needs of older LGBT+ adults: Findings from a systematic review

“…Where LGBT+ older adults were involved (in person or video) in telling their personal stories, participants reported enhanced engagement with the intervention, greater awareness of LGBT+ issues and increased empathy (Gendron et al., 2013; Hughes et al., 2016; Leyva et al., 2014; Pelts & Galambos, 2017; Rogers et al., 2013). The inclusion of older LGBT+ adults in the intervention design and delivery is a strategy that is now recognized as a core principle underpinning the provision of education to health and social care practitioners on LGBT+ older adults (Cannon et al., 2017; Higgins, Downes, Sheaf, et al, 2019; Higgins, Keogh, et al, 2019). While the relationship between the degree of citizen involvement and the outcomes has yet to be researched, the inclusion of LGBT+ older adults is of significance, given the importance placed on patient and public involvement and co‐production within health and social care policy and practice (Ocloo & Matthews, 2016; Sapouna, 2020).…”

The training needs for gender-sensitive care in a pediatric rehabilitation hospital: a qualitative study

“…Past research highlights that applying a gender-sensitive perspective in patient-centered care requires that clinicians understand gender differences, issues, inequalities and incorporate these into strategies and actions [5,6]. Several researchers argue that service providers who ignore the sexuality and gender identity of clients often fail to deliver person-centered care [65,66].…”

“…Our findings highlighted the delivery method of the gender-sensitive care training that participants wanted, which included having a variety of options (e.g., online training, workshops, informal discussions, and learning from patient's lived experience). Given the complexity of gender-sensitivity, having multi-level training while using an interactive pedagogical approach is more likely to promote gender-sensitivity [65]. Although many educators recognize a need for gender-sensitive healthcare training, of the places that offer it, it is usually an optional course within postgraduate education [3].…”