Creating a LGBTQ+ Inclusive Culture in the Athletic Training Facility

Rogers, Sean M.; Crossway, Ashley K.; Aronson, Patricia A.

doi:10.31622/2018/0001.3

Cited by 7 publications

(5 citation statements)

References 9 publications

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“…34 A lack of comfortable and competent athletic trainers who can deliver high-quality, PCC to transgender patients is doing a disservice to the transgender population and the athletic training profession. 35 With this current lack of knowledge, it is imperative that the profession works not only to address credentialed athletic trainers' lack of knowledge but also current athletic training students' knowledge on transgender patient care. 31 The literature indicates that athletic trainers would be more comfortable caring for a patient who is transgender if they had more education and training.…”

Section: Introductionmentioning

confidence: 99%

“…32 Furthermore, athletic trainers at colleges and universities desire more knowledge on how to create a safe patient-care environment for transgender patients. 32,35 There is a desire for more education on transgender health care by athletic trainers and transgender patients cared for by athletic trainers and a gap in research about what professional athletic training students are learning about regarding transgender patient care. 31,32 There is a need for more research on education about the transgender patient population in professional athletic training education programs to facilitate the provision of safe and competent PCC.…”

Section: Introductionmentioning

confidence: 99%

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Program Directors' and Athletic Training Students' Educational Experiences Regarding Patient-Centered Care and Transgender Patient Care

Shaughnessy

Crossway

Eberman

et al. 2021

Athletic Training Education Journal

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Context The United States transgender patient population often suffers from insufficient health care and faces barriers to obtaining health care. Understanding the current classroom education provided in professional athletic training programs related to patient-centered and transgender patient care is necessary to foster improvements to the education of future health care providers. Objective To explore the education, comfort, and experience of professional athletic training students and program directors (PDs) on patient-centered care (PCC) and transgender patient care. Design Cross-sectional survey. Setting Online survey. Patients or Other Participants A total of 74 PDs of Commission on Accreditation of Athletic Training Education-accredited professional athletic training programs (age = 46 ± 9 years) and 452 athletic training students (age = 23 ± 3 years) responded to the survey. Data Collection and Analysis Two surveys were created from literature and were reviewed by a committee of content experts. Participants were sent links to their respective survey in March 2020. Surveys contained questions on demographic information, PCC, and transgender patient care. Data were analyzed descriptively with follow-up χ2 analyses comparing athletic training students' comfort and competence between those who learned and did not learn about transgender patient care. Results Most PDs reportedly felt comfortable (98.6%, n = 73) and competent (94.6%, n = 70) teaching PCC. Half (50% n = 37/74) of PDs include transgender health care in their program's curriculum but lacked competence (37.8%, n = 28) in teaching. All students felt comfortable (100%, n = 452) and competent (98.7%, n = 446) practicing PCC, but only 12.4% (n = 54) reported practicing it during clinical education. Less than half (43.1%, n = 195/452) of students learned about transgender patient care, yet most (78.3%, n = 354) felt comfortable but lacked competence (41.8% n = 189). Conclusions Few students reportedly practice PCC during clinical education. Both groups perceived deficiencies in competence related to transgender patient care. We suggest PDs teach transgender health care in their curriculum and seek professional development to create meaningful educational experiences.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Program Directors' and Athletic Training Students' Educational Experiences Regarding Patient-Centered Care and Transgender Patient Care

Shaughnessy

Crossway

Eberman

et al. 2021

Athletic Training Education Journal

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“…It is probable that creating this inclusive environment may require making systemic changes including the development or amendment of non-discriminatory and anti-harassment policies that specifically protect sexual orientation, gender identity, and gender expression in addition to existing protected characteristics. 54,55 An audit of existing documentation forms (e.g., health history questionnaires, injury report forms, referral forms) and practices (e.g., shared electronic medical record systems with partnering health care facilities) may also be required to ensure the ability to appropriately document gender-inclusive information such as chosen name, legal name, and pronouns while protecting patient privacy and maintaining confidentiality. 13,55 An extensive checklist of recommendations and resources for developing inclusive athletic training facilities can be found at https://www.nata.org/professional-interests/inclusion.…”

Section: Health and Healthcare Disparitiesmentioning

confidence: 99%

“…54,55 An audit of existing documentation forms (e.g., health history questionnaires, injury report forms, referral forms) and practices (e.g., shared electronic medical record systems with partnering health care facilities) may also be required to ensure the ability to appropriately document gender-inclusive information such as chosen name, legal name, and pronouns while protecting patient privacy and maintaining confidentiality. 13,55 An extensive checklist of recommendations and resources for developing inclusive athletic training facilities can be found at https://www.nata.org/professional-interests/inclusion. Furthermore, the AT must be knowledgeable regarding the various aspects of genderaffirming care with specific emphasis on GAHT and gender-affirming surgery.…”

Section: Health and Healthcare Disparitiesmentioning

confidence: 99%

The Role of the Athletic Trainer in Providing Care to Transgender and Gender-Diverse Patients: Foundational Knowledge and Disparities—Part I

Rogers

Lopez

Crossway

et al. 2024

Journal of Athletic Training

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Transgender and Gender Diverse (TGD) patients experience discrimination, harassment, marginalization, and minority stress at greater rates than their cisgender counterparts leading to numerous health and healthcare disparities that negatively impact wellbeing and access to quality healthcare.1 While in an opportune position to improve health equity for TGD patients under their care, many athletic trainers (ATs) report having little to no formal education on TGD patient care leading to a reduction in self-reported competence. As such, to fill this knowledge gap, the purpose of the first part of this two-part narrative literature review is to 1) provide readers with foundational information and terminology, 2) explore relevant health and healthcare disparities, and 3) identify the role of the AT within an interprofessional care team treating TGD patients.

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“…An athletic trainer can provide such a safe and supportive environment that removes barriers in their clinics, athletic arenas, and offices. 76…”

Section: Building Protective Spaces and Connectednessmentioning

confidence: 99%

Considerations for the Stressors of Sexual Minority Identity and How It Affects Mental Health for Those Who Identify as LBGTQ+

Cartwright¹,

Neal

2022

International Journal of Athletic Therapy and Training

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An area that has not been closely considered in the sporting world is the mental health effects on the competitive athletes who identify as Lesbian, bisexual, gay, transgender, queer/questioning (LBGTQ+) and thus, experience discrimination because of their sexual identity. Considerations include concepts an athletic trainer should keep in mind when caring for patients/athletes who identify as LBGTQ+. This article reviews the mental health impact of sexual minority identity stress on LBGTQ+ individuals, steps to address discrimination for those in athletics who identify as LBGTQ+, legal ramifications in the workplace for the LBGTQ+ individual, and the tragic consequences when LBGTQ+ individuals lack coping skills for stress and pursue suicide as a way to cope. Strategies are provided to improve the outcomes, prevent suicide, and create an environment of inclusivity.

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Creating a LGBTQ+ Inclusive Culture in the Athletic Training Facility

Cited by 7 publications

References 9 publications

Program Directors' and Athletic Training Students' Educational Experiences Regarding Patient-Centered Care and Transgender Patient Care

Program Directors' and Athletic Training Students' Educational Experiences Regarding Patient-Centered Care and Transgender Patient Care

The Role of the Athletic Trainer in Providing Care to Transgender and Gender-Diverse Patients: Foundational Knowledge and Disparities—Part I

Considerations for the Stressors of Sexual Minority Identity and How It Affects Mental Health for Those Who Identify as LBGTQ+

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