Teaching and Evaluation/Assessment Requirements for LGBTQI2S+ Health and Wellness: A Call to Include LGBTQI2S+ Content in Canadian English Baccalaureate Nursing Curricula / Exigences en matière d’enseignement et d’évaluation pour la santé et le bien-être des personnes LGBTQI2S+: un appel pour inclure du contenu dans les programmes de baccalauréat en sciences infirmières de langue anglaise au Canada

Shortall, C. R.

doi:10.17483/2368-6669.1169

Cited by 11 publications

(14 citation statements)

References 34 publications

(62 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This assumes health professionals are familiar with the mental health needs of GBM and therefore more adept at providing MHS for them. However, as research over the past two decades indicates, explicit teaching on sexual minorities health has not achieved widespread curricular integration in health professional training [26][27][28], which may have limited health professionals from providing context specific and sexual identity affirming MHS [29]. Furthermore, we also observe that GBM consistently had higher average depressive symptom scores for any number of mental health consultations.…”

Section: Discussionmentioning

confidence: 67%

“…Different types of providers and treatment modalities they employ could be differentially associated with PHQ-9 scores. However, in this manuscript we position MHS from the larger perspective of the curricula in which mental health professionals receive their training, which consistently lacks in its focus on mental health issues of sexual minorities across disciplines (Medicine, Nursing, Social Work) [26][27][28]. Similarly, we combined GBM into a single group cognizant that in doing so, we obfuscate the differences in mental health needs and MHS use patterns between them.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Mental health services use and depressive symptom scores among gay and bisexual men in Canada

Marbaniang

Rose

Moodie

et al. 2022

Soc Psychiatry Psychiatr Epidemiol

View full text Add to dashboard Cite

Purpose To evaluate the association between mental health services (MHS) use and depressive symptom scores among gay and bisexual men (GBM) and compare with heterosexual men in Canada. Methods We used data from the 2015–2016 cycles of the Canadian Community Health Survey. Depressive symptoms were assessed using the PHQ-9 questionnaire (prior two weeks). MHS consultations with any licensed mental health professional (prior year) were categorized as 0, 1, 2–11, ≥ 12. We fit linear regression models to quantify the associations between MHS use and PHQ-9 scores, with an interaction term for sexual identity (GBM and heterosexual men). Models were adjusted for socioeconomic and health-related indicators. Results Among 21,383 men, 97.3% self-identified as heterosexual and 2.7% as GBM. Compared to heterosexual men, GBM used any MHS (21% vs. 10%, p < 0.05) and consulted ≥ 2 health professionals for their mental health (6% vs. 2%, p < 0.05) in the preceding year more frequently. Overall, mean PHQ-9 scores were higher among GBM compared to heterosexual men (3.9 vs. 2.3, p < 0.05). Relative to no consultations, higher MHS use (2–11, ≥ 12 consultations) was associated with higher PHQ-9 scores (1.4–4.9 points higher). Associations between MHS use and PHQ-9 scores did not differ statistically between GBM and heterosexual men. Conclusion Our findings were inconclusive in demonstrating a difference between heterosexual men and GBM for the association between MHS use and PHQ-9 scores. However, GBM consistently had higher average PHQ-9 scores for every category of consultations. Considering the higher use of MHS and higher burden of depressive symptoms among GBM, more research is needed.

show abstract

Section: Discussionmentioning

confidence: 67%

Section: Discussionmentioning

confidence: 99%

Mental health services use and depressive symptom scores among gay and bisexual men in Canada

Marbaniang

Rose

Moodie

et al. 2022

Soc Psychiatry Psychiatr Epidemiol

View full text Add to dashboard Cite

show abstract

“…A bachelor of science nursing (BSN) program in the United States devotes an average of 2 hours to health issues important to LGBTQ patients, and faculty describe feeling unprepared to teach these issues (Lim et al, 2015). Less than half of the 17 institutions surveyed across Canada include topics of gender identity in their BSN curricula (Shortall, 2019). Many nurses have suboptimal attitudes and low levels of knowledge and comfort related to gender identity and the needs of TGD people (Carabez et al, 2016;Paradiso & Lally, 2018).…”

Section: Significance For Nursingmentioning

confidence: 99%

An Integrative Review of Experiences Parenting Transgender and Gender Diverse Children

et al. 2021

View full text Add to dashboard Cite

Transgender and gender diverse (TGD) children face increased behavioral health risks including suicidal behaviors and substance abuse. Parental affirmation is associated with behavioral health outcomes similar to non-TGD peers. This integrative review synthesizes and appraises evidence regarding experiences of parenting a TGD child in the United States or Canada from 2008 to 2018. Most parents across these 15 studies described affirming their child’s gender at time of interview. Parents reported initial interpersonal processes (emotions, concerns, beliefs), sought education (frequently online), and described interactions with family members and professionals that were not always affirming. Parents accessed support groups but described their own well-being as a low priority relative to the child’s needs. Parents’ own needs for well-being may affect the process of parenting a TGD child and should be explored. Future research should address the experiences of non-parent family members and participants from more diverse backgrounds. Nursing education must consistently address gender affirming care.

show abstract

“…Rondahl (2009) explored nursing students' understanding of the LGBT population and found that their knowledge was inadequate, with only 10% of students achieving a passing mark on a LGBT knowledge questionnaire. Faculty who feel unprepared to teach LGBTQI2S content have been identified as a major barrier for including it in nursing curricula (Eliason et al, 2010;Shortall, 2019). Recommendations have been made regarding key content for curricula to provide a strong foundation for cultural humility with LGBTQI2S patients (Kelley, Chou, Dibble, & Roberston, 2008;Safer & Pearce, 2013;Strong & Folse, 2015;Walsh Brennan, Barnsteiner, De Leon Siantz, Cotter, & Everett, 2012), yet there is no evidence that these recommendations have been implemented in nursing curricula.…”

Section: Problem Descriptionmentioning

confidence: 99%

Design Thinking in Nursing Education to Improve Care for Lesbian, Gay, Bisexual, Transgender, Queer, Intersex and Two-Spirit People

2020

Self Cite

View full text Add to dashboard Cite

Design thinking methodology is a collaborative strategy with the potential to create innovations. Design thinking is being used increasingly in health care. Design jams are interdisciplinary events that bring together experts and community members to collaborate on creative solutions to health-care problems. This article describes the design thinking process and includes reflection on the authors' participation in a design jam event aimed to address the knowledge-to-action gap that exists in health care for (LGBTQI2S) people.

show abstract

Cited by 11 publications

References 34 publications

Mental health services use and depressive symptom scores among gay and bisexual men in Canada

Mental health services use and depressive symptom scores among gay and bisexual men in Canada

An Integrative Review of Experiences Parenting Transgender and Gender Diverse Children

Design Thinking in Nursing Education to Improve Care for Lesbian, Gay, Bisexual, Transgender, Queer, Intersex and Two-Spirit People

Contact Info

Product

Resources

About