Improving Nursing Care for Lesbian, Bisexual, and Transgender Women

Zuzelo, Patti Rager

doi:10.1111/1552-6909.12477

Cited by 18 publications

(12 citation statements)

References 11 publications

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“…In order for nurses to promote cultural safety for their peers and clients, they must first learn to recognize their own assumptions for what they are (Carabez, Pellegrini, Mankovitz, Eliason, & Dariotis, 2015;Kirmayer, 2012;Peter, Du Bois, & Finnessy, 2015;Zuzelo, 2014). Awareness of personal assumptions and societal forces must be incorporated into every aspect of nursing education.…”

Section: Cultural Safetymentioning

confidence: 99%

“…Awareness of personal assumptions and societal forces must be incorporated into every aspect of nursing education. By normalizing conversations about the impact of gender, ethnicity, sexuality and other constructs that work to constrain or empower an individual, nursing students learn to be conscious of the social processes that intersect to affect an individual's experience (Hankivsky, 2012;The Joint Commission, 2011;Zuzelo, 2014). While there has been some criticism that cultural safety's emphasis on power inequality focuses on vulnerabilities rather than strengths (Kirmayer, 2012), we argue that the awareness of power dynamics is an emancipatory approach that can be used to highlight strengths and can result in continued advocacy and challenging of norms in students' future practice (Carabez, Pellegrini, Mankovitz, Eliason, & Dariotis, 2015;Daley & MacDonnell, 2015;Eliason et al, 2010;Peter et al, 2015).…”

Section: Cultural Safetymentioning

confidence: 99%

“…To ensure gender issues are addressed more widely, educators can advocate for inclusion of gender-related content in accreditation standards and in NCLEX-RN ® or other licensure examinations (Lim et al, 2015). This can prompt engagement where transinvisibility and transphobia are particularly entrenched and can inspire nursing educators everywhere to consider issues they may not have previously been aware of (Rutherford et al, 2012;Zuzelo, 2014).…”

Section: Advocating For Diversitymentioning

confidence: 99%

“…Gender diversity is a neglected topic in many North American nursing programs and practice settings, which may ultimately influence the quality of health care received by those identifying outside the traditional gender binary Bauer et al, 2009Bauer et al, , 2014Carabez, Pellegrini, Mankovitz, Eliason, Ciano, et al, 2015;Daley & MacDonnell, 2015;Eliason, Dejoseph, Dibble, Deevey, & Chinn, 2011;Gapka & Rupert, 2003;Grant et al, 2011;Heinz & MacFarlane, 2013;Lim et al, 2015;MacFarlane, 2015;Merryfeather & Bruce, 2014;Roller, Sedlak, & Draucker, 2015;Walsh Brennan et al, 2012;Walsh & Hendrickson, 2015;White Hughto, Reisner, & Pachankis, 2015;Zuzelo, 2014). Feminist theory challenges the structural, political and power relations that shape the social constructions of gender in society (Connell, 1995(Connell, , 2009Schippers, 2007;Stryker, 2008).…”

Section: A Brief Introduction To Gender Theory and Termsmentioning

confidence: 99%

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Supporting transvisibility and gender diversity in nursing practice and education: embracing cultural safety

2016

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Many nursing education programs deserve a failing grade with respect to supporting gender diversity in their interactions with their students and in terms of the curricular content directed toward engaging in the safe and supportive nursing care of transgender clients. This situation contributes to transinvisibility in the nursing profession and lays a foundation for nursing practice that does not recognize the role that gender identity plays in the health and well-being of trans-clients and trans-nurses. This article seeks to raise readers' awareness about the problems inherent to transinvisibility and to propose several curricular and structural-level interventions that may serve to gradually increase the recognition of gender diversity in the planning and delivery of nursing education and practice. Contextualized in gender and intersectionality theory, cultural safety is presented as a viable and appropriate framework for engaging in these upstream approaches to addressing gender diversity in nursing education and practice. Among the structural interventions proposed are as follows: inclusive information systems, creation of gender neutral and safe spaces, lobbying for inclusion of competencies that address care of trans-persons in accreditation standards and licensure examinations and engaging in nursing research in this area.

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Section: Cultural Safetymentioning

confidence: 99%

Section: Cultural Safetymentioning

confidence: 99%

Section: Advocating For Diversitymentioning

confidence: 99%

Section: A Brief Introduction To Gender Theory and Termsmentioning

confidence: 99%

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Supporting transvisibility and gender diversity in nursing practice and education: embracing cultural safety

2016

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“…Although the nursing literature contains references to transgender issues, these references are usually in the context of LGBT issues in general. Some authors have described care-based strategies for transgender individuals in women's health or oncology services (Levitt, 2015;Zuzelo, 2014), but the nursing literature has not sufficiently explored the life stories of transgender individuals trying to make meaning of their lives. These detailed stories may provide a catalyst for professional empathy and understanding not found in most scientific literature (Moore & Hallenbeck, 2010).…”

Section: Methods Case Study Designmentioning

confidence: 99%

An Older Transgender Woman's Quest for Identity

Walker¹,

Cohen²,

Jenkins³

2016

J Psychosoc Nurs Ment Health Serv

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Despite sensationalized media attention, transgender individuals are the most marginalized and misunderstood group in the lesbian, gay, bisexual, and transgender (LGBT) community. The current article presents a case study of one woman's quest for identity. Narrative inquiry was used to analyze data from interview transcripts and four themes emerged during analysis: (a) naming the ambiguity, (b) revealingconcealing the authentic self, (c) discovering the transgender community, and (d) embracing the "T" identity. Lifespan and empowerment theories were used to harvest meanings from these themes. Implications for nursing practice and research were examined based on study findings. Participatory action research offers an approach for future studies in which researchers advocate for transgender individuals and remove obstacles to their health care access. [Journal of Psychosocial Nursing and Mental Health Services, 54(2)

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Italian Validation of Homophobia Scale (HS)

et al. 2015

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IntroductionThe Homophobia Scale (HS) is a valid tool to assess homophobia. This test is self-reporting, composed of 25 items, which assesses a total score and three factors linked to homophobia: behavior/negative affect, affect/behavioral aggression, and negative cognition.AimThe aim of this study was to validate the HS in the Italian context.MethodsAn Italian translation of the HS was carried out by two bilingual people, after which an English native translated the test back into the English language. A psychologist and sexologist checked the translated items from a clinical point of view. We recruited 100 subjects aged18–65 for the Italian validation of the HS. The Pearson coefficient and Cronbach's α coefficient were performed to test the test–retest reliability and internal consistency.Main Outcome MeasuresA sociodemographic questionnaire including the main information as age, geographic distribution, partnership status, education, religious orientation, and sex orientation was administrated together with the translated version of HS.ResultsThe analysis of the internal consistency showed an overall Cronbach's α coefficient of 0.92. In the four domains, the Cronbach's α coefficient was 0.90 in behavior/negative affect, 0.94 in affect/behavioral aggression, and 0.92 in negative cognition, whereas in the total score was 0.86. The test–retest reliability showed the following results: the HS total score was r = 0.93 (P < 0.0001), behavior/negative affect was r = 0.79 (P < 0.0001), affect/behavioral aggression was r = 0.81 (P < 0.0001), and negative cognition was r = 0.75 (P < 0.0001).ConclusionsThe Italian validation of the HS revealed the use of this self-report test to have good psychometric properties. This study offers a new tool to assess homophobia. In this regard, the HS can be introduced into the clinical praxis and into programs for the prevention of homophobic behavior.

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Improving Nursing Care for Lesbian, Bisexual, and Transgender Women

Cited by 18 publications

References 11 publications

Supporting transvisibility and gender diversity in nursing practice and education: embracing cultural safety

Supporting transvisibility and gender diversity in nursing practice and education: embracing cultural safety

An Older Transgender Woman's Quest for Identity

Italian Validation of Homophobia Scale (HS)

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