A National Survey of Faculty Knowledge, Experience, and Readiness for Teaching Lesbian, Gay, Bisexual, and Transgender Health in Baccalaureate Nursing Programs

The inclusion of LGBT+ health issues within undergraduate healthcare education and professional training programmes: A systematic review

“…A score of zero was given if the paper contained no information, one if there was a moderate amount, and a score of two if the question was fully addressed (Rushbrooke et al, 2014). A total of 13 studies scored 17 and above (Bidell, 2017;Carabez et al, 2015b;Daley and MacDonnell, 2015;Echezona-Johnson, 2017;Grosz et al, 2017;Kelley et al, 2008;Lim et al, 2015;Obedin-Maliver et al, 2011;Parameshwaran et al, 2017;Rogers et al, 2013;Strong and Folse, 2014;Walsh and Hendrickson, 2015;White et al, 2015). A total of 9 studies scored between 14 and 16, indicating gaps and limitations in relation to aims, data collection methods, and ethical concerns (Carabez et al, 2015a;Cheng & Yang 2015;Corliss et al, 2007;Fredriksen-Goldsen et al, 2011;Gendron et al, 2013;Hardacker et al, 2014;Röndahl, 2011;Sequeira et al, 2012;Vance et al, 2017).…”

“…Ways in which health practitioners may be helped and supported in their work among LGBT+ populations is through the provision of adequate education and training initiatives. Nurses and others need to be able to explore their own attitudes, beliefs and preconceptions; explore LGBT+ specific physical and psychosocial needs and develop the confidence and skills to respond competently and confidently with the necessary supports and requirements of LGBT+ people, their friends and families (Carabez et al, 2015b;Walsh and Hendrickson, 2015;Echezona-Johnson, 2017 , 2011;Sequeria et al, 2012;Lim et al, 2015). The most effective way to promote equitable access to services for all is to provide education and training for both undergraduate students and healthcare practitioners that equips them with competent knowledge and skills for the delivery of affirming, respectful and socially inclusive care (Lim et al, 2015;Parameshwaran et al, 2017).…”

“…Therefore, there is a need to develop the knowledge, skills and understanding of undergraduate students undertaking preparation as healthcare professionals and continuing professional development for existing professionals of the specific health needs and concerns of LGBT+ people (Corliss et al, 2007;Kelley et al, 2008;Obedin-Maliver et al, 2011;Gendron et al, 2013;Hardacker et al, 2014;Carabez et al, 2015a;Daley and MacDonnell, 2015;Lim et al, 2015;Strong and Folse, 2014;Vance et al, 2017;Bidell, 2017;Echezona-Johnson, 2017;Grosz et al, 2017).…”

Improved Health in Ethnically/Culturally Diverse Patients through Enhanced Cultural Competency in Nurse Wellness Outcomes Educators

“…Enhancing the care for Lesbian, Gay, Bisexual, and Transgender patients (Lim, Johnson, & Eliason, 2015;Strong & Folse, 2015) has also been examined.…”

“…While the issues of recruiting and graduating increased numbers of diverse nursing students must be resolved, it is also imperative to simultaneously increase the cultural competency of all nursing students (Allen et al, 2013;Arieli et al, 2012;Bohman & Borglin, 2014;Campinha-Bacote, 2011;Carter et al 2015;Debrew et al, 2014;Dudas, 2012;Dunagan et al, 2014;Esposito, 2013;Fulbright Sumpter & Brooks Carthon, 2011;Gallagher & Polanin, 2015;Gregory et al, 2010;Harris et al, 2013;Jeffreys & Dogan, 2012;Kardong-Edgren et al, 2010;Kirkpatrick, Esterhuizen, Jesse, & Brown, 2015;Koch et al, 2014;Koskinen et al, 2012;Lim et al, 2015;Long, 2012;Mayo et al, 2014;McClimens et al, 2014;Mesler, 2014;Mixer, 2011;Mixer et al, 2013;Noble et al, 2014;Perng & Watson, 2012;Starr, Shattell, & Gonzales, 2011;Strong & Folse, 2015;Westerbotn et al, 2015) across the board; because at this juncture, there is an insufficient number of ethnically/culturally diverse nursing students in many countries (Baker, 2010;Brooks Carthon et al, 2014;Cantwell et al, 2015;Carter et al, 2015;Chandler & Swanston, 2012;…”