信心，承诺和控制：护理教师在LGBTQ+健康教学中的经验

IF 4.2 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Nurse Education Today Pub Date : 2025-04-03 DOI:10.1016/j.nedt.2025.106736

Caitlin M. Nye , Jennifer A. Livingston , Athena D.F. Sherman , Kelly Foltz-Ramos , Amy Hequembourg

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引用次数: 0

摘要

目的本研究旨在探讨在护理教育中纳入LGBTQ+内容的促进因素和障碍之间的关系，并描述执照预备护理教师在教学中纳入LGBTQ+内容的经验。护理学院负责培养学生为LGBTQ+患者和人群提供公平和道德的护理。在这一领域之前的研究主要集中在与LGBTQ+主题相关的学生成果上，而不是包括这些内容的教师经验。方法在美国（美国）从事执照前护理课程教学的护理教师有资格参加。本横断面调查研究采用非概率目的抽样和滚雪球抽样。该调查测量了对课程内容的控制、对LGBTQ+内容的信心、LGBTQ+健康内容纳入课程的促进因素和障碍，以及LGBTQ+内容的纳入。自由文本项目探讨了包括LGBTQ+内容的教师经验。进行描述性和相关性统计分析，并对自由文本数据进行定向内容分析。结果调查对象（N = 196）主要是从事执照前学士学位课程的教师（70.6%），代表美国41个州的护理学院。对LGBTQ+包容性的信心（r = 0.669）、对课程的一般权威（r = 0.240）、培训不足（r =−0.427）和知识不足（r =−0.383）均与LGBTQ+健康内容纳入有统计学意义的关联。此外，承诺包容LGBTQ+是与LGBTQ+健康内容包容相关的一个突出主题。本研究揭示了教师对正式课程内外LGBTQ+包容性的信心以及对LGBTQ+包容性的承诺的重要性。这些关键因素可能会促进LGBTQ+健康主题在整个生命周期和整个课程中得到更大的包容。

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Confidence, commitment, and control: Nursing faculty experiences with teaching LGBTQ+ health

Aim

This study was conducted to examine associations between facilitators and barriers to inclusion of LGBTQ+ content in nursing education, as well as to describe the experiences of pre-licensure nursing faculty with including LGBTQ+ content in their teaching.

Background

Nursing faculty are charged with preparing students to provide equitable and ethical care for LGBTQ+ patients and populations. Prior research in this area largely focuses on student outcomes related to inclusion of LGBTQ+ topics, rather than on faculty experiences of including this content.

Methods

Nursing faculty in the United States (U.S.) who teach in pre-licensure nursing programs were eligible to participate. Non-probability purposive sampling and snowball sampling were utilized for this cross-sectional survey study. The survey measured control over curricular content, confidence with LGBTQ+ content, facilitators, and barriers to LGBTQ+ health content inclusion in curricula, and inclusion of LGBTQ+ content. Free-text items explored faculty experiences of including LGBTQ+ content. Descriptive and correlational statistical analyses were performed and directed content analysis was applied to the free-text data.

Results

Respondents (N = 196) were predominantly faculty teaching in pre-licensure baccalaureate programs (70.6 %), representing schools of nursing from 41 U.S. states. Confidence with LGBTQ+ inclusivity (r = 0.669), general authority over curricula (r = 0.240), inadequate training (r = −0.427), and insufficient knowledge (r = −0.383) were all found to have statistically significant associations with LGBTQ+ health content inclusion. Additionally, commitment to LGBTQ+ inclusion was a prominent theme associated with LGBTQ+ health content inclusion.

Conclusion

This study reveals the importance of faculty confidence with LGBTQ+ inclusivity within and outside the formal curriculum, as well as commitment to LGBTQ+ inclusion. These key factors may promote greater inclusion of LGBTQ+ health topics across the lifespan and across the curriculum.

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来源期刊

Nurse Education Today 医学-护理

CiteScore

6.90

自引率

12.80%

发文量

349

审稿时长

58 days

期刊介绍： Nurse Education Today is the leading international journal providing a forum for the publication of high quality original research, review and debate in the discussion of nursing, midwifery and interprofessional health care education, publishing papers which contribute to the advancement of educational theory and pedagogy that support the evidence-based practice for educationalists worldwide. The journal stimulates and values critical scholarly debate on issues that have strategic relevance for leaders of health care education. The journal publishes the highest quality scholarly contributions reflecting the diversity of people, health and education systems worldwide, by publishing research that employs rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of education and systems globally. The journal will publish papers that show depth, rigour, originality and high standards of presentation, in particular, work that is original, analytical and constructively critical of both previous work and current initiatives. Authors are invited to submit original research, systematic and scholarly reviews, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing and related health care education, and which will meet and develop the journal''s high academic and ethical standards.