Sex, gender and nursing

Ion, Robin; Patrick, Leanne; Hayter, Mark; Jackson, Debra

doi:10.1111/jan.14843

Cited by 6 publications

(5 citation statements)

References 8 publications

(6 reference statements)

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“…This is in line with a study from Ross et al (2019) showing that people identifying as LGBTIQ + report discriminatory experiences, discomfort, and lack of knowledge when attending physiotherapy. Ion et al (2021) also state that gender identity has to be part of the nursing curricula.…”

Section: Discussionmentioning

confidence: 99%

Integration of knowledge and competencies regarding sex, gender and further diversity aspects into the curricula of health professions education in Germany – barriers and supporting factors

Ludwig

Dettmer

Kohl

et al. 2023

Preprint

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Background Knowledge of sex, gender and further diversity categories is important to achieve equitable and individualized healthcare. An official statement of the German government stipulates the mandatory integration of sex and gender aspects into the curricula of health professions. Here we aim at evaluating the extent of curricular integration as well as barriers and factors supporting the integration. Methods The study was conducted online between January and March 2020. Three semi-standardized questionnaires were developed and sent to the deans of all medical faculties and a random sample of 197 (36.7%) heads of nursing schools (NS) and 97 (33.9%) heads of physiotherapy schools (PS). They were asked about the extent of curricular integration of diversity aspects as well as barriers and aspects facilitating the integration. Results The response rate was 75.6% (n=31; MS), 52.5% (n=94; NS) and 54.6% (n=53; PS). The highest level of curricular integration was achieved by 3.7% (MS), 4.8% (NS) and 6.4% (PS). Teachers were indicated to be mainly responsible for the integration (MS: 36%; NS: 73%; PS: 65%). Sociocultural aspects were integrated to a lesser extent in MS curricula compared to NS and PS. Qualitative analysis showed lack of gender theory in curricula. Conclusions Sex and gender aspects are integrated into around 30% of medical, nursing and physiotherapy curricula. Main supporting factors were the integration into the German National Learning Catalogue of Medicine and framework curricula. Case discussions were considered to be the most suitable teaching format. Future directions are the integration of gender theories.

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Section: Discussionmentioning

confidence: 99%

Integration of knowledge and competencies regarding sex, gender and further diversity aspects into the curricula of health professions education in Germany – barriers and supporting factors

Ludwig

Dettmer

Kohl

et al. 2023

Preprint

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“…I would like to make some more general comments on the editorial, which purports to present an ethical analysis of why JHL has implemented policy to desex language regarding breastfeeding and requiring researchers to collect information on gender identity. However, your consideration of beneficence and nonmaleficence does not engage to any significant degree with the value of sexed language or the harms of desexing language that I described, and that others have also raised (e.g., Dahlen, 2021;Ion et al, 2021;Jameson, 2021;Welford, 2021). Any ethical analysis requires looking at the different options available and balancing the positive and negative outcomes of these in order to determine an ethically defensible course of action (Beauchamp & Childress, 2013).…”

mentioning

confidence: 87%

Letters to the Editor: Mother is Also a Sexed Term

Munzer¹

2022

J Hum Lact

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Dear Editor, I am writing in response to your editorial entitled, Enacting a Non-Binary Gender Inclusive Policy is the Ethical Choice: A Commentary. First, I would like to address two misrepresentations regarding my World Nutrition Journal commentary (Munzer, 2021). This commentary is cited as providing evidence for some having "raised objections to separating gender identity from sex." I have no objection to separating gender identity from sex; rather, I would argue that it is vital not to conflate sex and gender identity but to apply each concept if and where appropriate. However, this was not the focus of my commentary, which rather highlighted the fundamental importance of specific and sexed language, that is the use of "mother," when discussing breastfeeding. In contrast, I would argue that the Journal of Human Lactation's (JHL) policy and guidance regarding "gender inclusivity" conflates and confuses sex, gender, and gender identity and prioritizes a gendered understanding of language. Nowhere in any of JHL's policy, guidance, or opinion papers can I find an explanation as to why gendered meanings of "woman" and "mother" are being prioritized over sexed meanings. In fact, it seems that there is a total lack of acknowledgement that a sexed meaning of "mother" even exists and that this term can be used to cover all female parents irrespective of any gender identity they may have. Pregnancy, birth, and breastfeeding are inherently sexed processes, this makes it particularly puzzling as to why JHL would prioritize gendered understandings of "women" and "mothers" over sexed meanings. You also suggest that I argue that desexed language is "effectively taking the mother's rights to her domain of breastfeeding away." This is not quite correct. What I describe is how replacing the term "mother" with "parents" or "families" inappropriately includes other people, so diluting and undermining the breastfeeding rights women and children hold.

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“…In response to Queer Theory-derived concerns, many organizations and individuals are changing the language they use to describe women so as to prioritize gendered understandings and avoid sexed terminology 3 (38)(39)(40)(41). These language changes are intended to avoid distress, are described as inclusive (42), and are encouraged by diversity, equity, and inclusion initiatives.…”

Section: The Concept Of Gender Identitymentioning

confidence: 99%