LGBTQIA+ Competence: A Pedagogical Paradigm Shift in Graduate Nursing Education.

The Journal of nursing education Pub Date : 2024-07-23 DOI:10.3928/01484834-20240422-01

John L Stanton, Susan L Swanson, Philip Davis, Phyllis Wright

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Abstract

Background: The omission of lesbian, gay, bisexual, transgender, queer, intersex, asexual (LGBTQIA+) content in graduate nursing education leaves people who identify as sexually or gender diverse (SGD) with poorer health across the life span and a 12-year shorter life expectancy relative to heteronormative counterparts.

Method: An educational intervention was paired with an optional academic-community-based clinical immersion in LGBTQIA+ health with the goal of improving health equity for people who identify as SGD. Masters of Nursing students (N = 11) from adult specialties participated in a two-credit elective in LGBTQIA+ health. Knowledge, skills, and attitudes (competency) preand postcourse completion were measured.

Results: Students showed a 62% improvement in competency results with 100% of students opting into the LGBTQIA+ clinical immersion.

Conclusion: Teaching LGBTQIA+ health content is a requisite to advancing health equity for all, including people who identify as SGD. Until curricula become inclusive, clinical education should look for unique ways, such as clinical immersion, to ameliorate the shortfall. [J Nurs Educ. 2024;63(X):XXX-XXX.].

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LGBTQIA+ 能力：护理研究生教育的教学范式转变。

背景：护理学研究生教育中忽略了女同性恋、男同性恋、双性恋、跨性别者、同性恋者、无性恋者（LGBTQIA+）的内容，导致性取向或性别多元化（SGD）者在整个生命周期中的健康状况较差，预期寿命比异性恋者短 12 年：方法：教育干预措施与可选的基于学术-社区的 LGBTQIA+ 健康临床浸入相结合，目的是改善 SGD 身份认同者的健康公平性。来自成人专科的护理硕士生（N = 11）参加了 LGBTQIA+ 健康选修课，该选修课占两个学分。对课程完成前后的知识、技能和态度（能力）进行了测量：结果：学生的能力提高了 62%，100% 的学生选择参加 LGBTQIA+ 临床沉浸课程：结论：教授 LGBTQIA+ 健康内容是促进包括 SGD 身份认同者在内的所有人健康公平的必要条件。在课程变得具有包容性之前，临床教育应寻找独特的方法，如临床浸入式教学，以改善不足之处。[J Nurs Educ. 2024;63(X):XXX-XXX.].

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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The Journal of nursing education

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