护理本科课程中的性别多样性：范围综述

IF 3.6 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Nurse Education Today Pub Date : 2025-04-18 DOI:10.1016/j.nedt.2025.106749

Jessica D. Collingburn , Sharon L. Bourke , Beverley Copnell

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引用次数: 0

摘要

将性别包容性护理纳入护理教育对于培养学生提供文化敏感、尊重和公平的护理，促进更具包容性的医疗保健系统至关重要。然而，尽管关于性别多样性的讨论越来越多，但尚不清楚本科护理课程中包含的性别多样性内容有多广泛。目的识别和综合关于护理本科课程性别多样性的研究。方法使用Arksey和O'Malley以及Peters等人描述的方法进行范围审查。五个数据库(Joanna Briggs Institute EBP数据库；CINAHL;Medline;Proquest护理和联合健康数据库；ERIC)检索了全球范围内关于性别多样性、跨性别和本科护理教育的英文文献。将检索到的引文上传到covid和两个阶段的筛选过程(标题和摘要；全文)由两名独立审稿人完成。结果共纳入25篇文章，其中大部分采用定量方法（19篇），来自美国（19篇），其他国家（6篇）。自2021年以来，共发表了14项研究。尽管所包含内容的数量和类型存在很大差异，但护理学者和学生都同意本科课程中性别多样化内容的重要性和稀缺性，有八项研究表明，如果包含性别多样化内容，则可以有效地增加学生的知识，并在为性别多样化个体提供护理时感到舒适。结论：本综述强调了在医疗保健中解决不同性别个体需求的重要性。研究发现，在护理课程中纳入性别多样性教育对学生的态度和知识有积极的影响，强调综合培训的必要性。然而，在文献中仍有很大的差距，强调了进一步研究的必要性，以加强对性别多样化敏感的护理，并使围绕教育包容性的讨论正常化。

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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Gender diversity in nursing undergraduate curricula: A scoping review

Introduction

Integrating gender-inclusive care into nursing education is essential for preparing students to provide culturally sensitive, respectful, and equitable care, promoting a more inclusive healthcare system. However, despite increasing discussions on gender diversity, it remains unclear how extensively gender diverse content is included in undergraduate nursing curricula.

Aim

To identify and synthesise research that has been undertaken on gender diversity in nursing undergraduate curricula.

Method

A scoping review using the methodology described by Arksey and O'Malley, and Peters et al. Five databases (Joanna Briggs Institute EBP database; CINAHL; Medline; Proquest Nursing and Allied Health database; ERIC) were searched for worldwide literature in English that addressed gender diversity, transgender and undergraduate nursing education. Retrieved citations were uploaded into Covidence and a two-stage screening process (titles and abstracts; full text) undertaken by two independent reviewers.

Results

Twenty-five articles were included with most using quantitative methodology (19) and originating from the USA (19) and six in the rest of the world. Fourteen studies were published since 2021. Although there was wide variation in the amount and type of included content, nursing academics and students agreed on the importance and scarcity of gender diverse content in undergraduate curricula with eight studies stating gender diverse content, if included, was effective in increasing students' knowledge and comfort in providing care to gender diverse individuals.

Conclusions

This scoping review highlights the importance of addressing the needs of gender diverse individuals in healthcare. It reveals that integrating gender diversity education in nursing curricula positively impacts students' attitudes and knowledge, emphasising the need for comprehensive training. However, there remains a significant gap in literature, underscoring the necessity for further research to enhance gender diverse-sensitive nursing care and normalise discussions around inclusion in education.

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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.