Staff competence in caring for LGBTQ+ patients in the paediatric emergency department

Kelleher, Sean T.; Barrett, Michael J.; Durnin, Sheena; Fitzpatrick, Patrick J.; Higgins, Agnès; Hall, Dani

doi:10.1136/archdischild-2022-325151

Cited by 4 publications

(3 citation statements)

References 24 publications

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“…Although staff reported increased knowledge and awareness of LGBTQ+ issues due to the initiative, the majority also identified a need for further training around providing care for LGBTQ+ young people. This mirrors previous findings in clinical paediatric emergency medicine staff in Ireland 10 and in the NHS. 9 …”

Section: Discussionsupporting

confidence: 89%

“…This reflects international research that paediatric staff feel they lack knowledge to support transgender adolescents. 10 21 Lack of adequate knowledge and training can result in LGBTQ+ youth bearing the responsibility of educating staff in healthcare settings. 7 Even healthcare staff who report positive attitudes towards LGBTQ+ patients may hold a higher level of implicit biases without adequate knowledge.…”

Section: Discussionmentioning

confidence: 99%

“… 9 An Irish study of paediatric emergency medicine staff indicated that despite positive attitudes towards LGBTQ+ identities, staff lacked adequate training in caring for LGBTQ+, and in particular transgender, young people. 10 Positive attitudes alone are not sufficient for safe care.…”

Section: Introductionmentioning

confidence: 99%

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Staff experiences of wearing the Rainbow Badge in a paediatric hospital setting: a mixed-methods survey

O'Dwyer,

Kehoe,

Shanahan

et al. 2024

Arch Dis Child

Self Cite

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ObjectiveThis study aimed to assess staff’s experience of wearing the Health Service Executive (HSE) Rainbow Badge, a symbol of inclusion for LGBTQ+ (lesbian, gay, bisexual, transgender, queer/questioning; + signifying inclusivity of all sexual and gender identities) people, in a paediatric hospital setting.DesignThis was a cross-sectional multisite observational study. Participants completed an anonymous online survey, consisting of open and closed-ended questions covering domains of: responses to the badge from staff and patients; experience and impact of wearing the badge; and further training needs.SettingAll five sites (four clinical and one non-clinical) pertaining to the Children’s Health Ireland healthcare group.ParticipantsAll staff, clinical and non-clinical, who had signed up the HSE Rainbow Badge initiative were eligible to participate.ResultsA total of 151 eligible participants across a mix of disciplines participated, 29 (19.2%) of whom were members of the LGBTQ+ community. Over half (58.9%, n=89) of respondents said they learnt something new about barriers to care for LGBTQ+ young people from the initiative. Staff reported mostly positive responses to the badge; 5.1% reported mixed/negative responses from colleagues, 4.5% reported mixed/negative responses from young people and 3.7% reported mixed/negative responses from families. Open-ended questions were analysed using a thematic analysis framework. Five themes emerged: pride, a symbol of safety and inclusion, impact on workplace culture, awareness of LGBTQ+ issues and more to do for LGBTQ+ patients.ConclusionsThis study demonstrates that the Rainbow Badge initiative increases staff awareness of LGBTQ+ issues and helps to create a safe, inclusive environment for staff, young people and families.

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Section: Discussionsupporting

confidence: 89%

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Staff experiences of wearing the Rainbow Badge in a paediatric hospital setting: a mixed-methods survey

O'Dwyer,

Kehoe,

Shanahan

et al. 2024

Arch Dis Child

Self Cite

View full text Add to dashboard Cite

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LGBTQ+ Population Well‐Being: Health Equity Implementation Science in Action

Schultz,

Edemba,

Lecuyer

et al. 2024

Public Health Nursing

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AimsHealth equity is actualized when all individuals can attain the highest level of health. Youth who identify as LGBTQ+ experience health disparities and scarce access to culturally congruent mental healthcare. Our nurse‐led research team recognized evidence‐based practice guidance gaps and prioritized a systematic inquiry into the lived experiences of LGBTQ+ identifying youth who needed emergency care for suicidality. Concurrently, we translated new findings into practice. The purpose of this endeavor is to implement a nimble evidence‐based practice adoption process for nursing staff to effectively address LGBTQ+ population health needs.MethodsInformed by Purnell's Cultural Competence Theory, qualitative findings from a prospective study and available literature, we developed an LGBTQ+ sensitive care curriculum for nursing staff using the American Nurses Credentialing Center's (ANCC) Nursing Continuing Education Professional Development (NCPD) Framework to address the intersectionality of cultural awareness and care provision. The curriculum was delivered and formally evaluated longitudinally with a focus on communication confidence and knowledge.ResultThe curriculum was delivered in one session to nursing staff during a 6‐month period. Program evaluations indicated curriculum acceptability and effectiveness. Participants reported improved ability to use appropriate language when communicating with patients who identify as LGBTQ+ and their families and a moderate to high change in confidence when providing care to LGBTQ+ identifying patients.ConclusionConcurrent, evidence‐based efforts to uncover and apply new knowledge relevant to nursing communication with youth who identify as LGBTQ+ is possible and yield effective, positive change in nursing knowledge and confidence in providing care for these youth. Implementation science is essential to advance evidence‐based nursing practice or the full positive impact of research on patient outcomes is not likely. When the implementation science program is not incorporated early in the research process, research excellence is at risk. Evolving evidence‐based practices that enhance individualized holistic patient care delivery for LGBTQ+ individuals are strengthened when primary research, implementation science, and scaling research co‐occurrence is achievable.Implications for the ProfessionThis implementation strategy demonstrates that early translation of health equity research on culturally congruent care for individuals identifying as LGBTQ+ can be done effectively and replicated across practice settings. Further, this work validates the importance of the relationship between nurse scientists, translational scientists, and clinical practice and education experts in the early dissemination and adoption of new knowledge. Evidence‐based practice adoption improves healthcare professionals' propensity to positively impact public health patient care outcomes.ImpactNursing staff are equipped with the knowledge and skills to deliver equitable care. Dissemination of early research findings as an implementation science strategy supports concurrent adoption in clinical practice to advance health equity outcomes with urgency.Patient and Public ContributionNo patient or public contribution.

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Improving clinical competence with LGBTQ+ patients in the paediatric emergency department: an education intervention study

Kelleher,

Barrett,

Durnin

et al. 2023

Arch Dis Child

Self Cite

View full text Add to dashboard Cite

Staff competence in caring for LGBTQ+ patients in the paediatric emergency department

Cited by 4 publications

References 24 publications

Staff experiences of wearing the Rainbow Badge in a paediatric hospital setting: a mixed-methods survey

Staff experiences of wearing the Rainbow Badge in a paediatric hospital setting: a mixed-methods survey

LGBTQ+ Population Well‐Being: Health Equity Implementation Science in Action

Improving clinical competence with LGBTQ+ patients in the paediatric emergency department: an education intervention study

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