‘That would have been beneficial’: LGBTQ education for home-care service providers

Abstract

This paper reports qualitative findings from a pilot study that explored the lesbian, gay, bisexual, transgender and queer (LGBTQ) education needs of home-care service providers working in one large, urban Canadian city. The pilot study builds upon research that has documented barriers to health services for diversely situated LGBTQ people, which function to limit access to good-quality healthcare. LGBTQ activists, organisations and allies have underscored the need for health provider education related to the unique health and service experiences of sexual and gender minority communities. However, the home-care sector is generally overlooked in this important body of research literature. We used purposeful convenience sampling to conduct four focus groups and two individual interviews with a total of 15 professionally diverse home-care service providers. Data collection was carried out from January 2011 to July 2012 and data were analysed using grounded theory methods towards the identification of the overarching theme, 'provider education' and it had two sub-themes: (i) experiences of LGBTQ education; and (ii) recommendations for LGBTQ education. The study findings raise important questions about limited and uneven access to adequate LGBTQ education for home-care service providers, suggest important policy implications for the education and health sectors, and point to the need for anti-oppression principles in the development of education initiatives.

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).…”

“…Some education programmes, identified in this review, had attempted to embed suitable LGBT+ content into their curricula, however with varying levels of success. Identified barriers included student and staff negative attitudes including preconceptions and biases about LGBT+ people (Fredriksen-Goldsen et al, 2011) stereotypical beliefs (Carabez et al, 2015b) gendered values (Chen andYang, 2015) and an acceptance of the prevailing heteronormative practices and policies (Daley and MacDonnell, 2015). Some commentators have argued that nursing and allied health practices and procedures remain predominately 'heterosexist' (Röndahl, 2011;Carabez et al, 2015b).…”

“…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).…”

“…Continuing Professional Development (CPD) for health professionals is also an area that requires attention and development to ensure that they have the knowledge and skills necessary to address issues related to personal attitudes and values, discrimination, prejudice, stigma and oppression that enables the delivery of culturally competent health care to LGBT+ people now and in the future (Carabez et al, 2015a;Daley and MacDonnell, 2015;Bidell, 2017). Evidence further highlights that many health professionals have limited previous education and practice development regarding LGBT+ health issues and concerns beyond the care and support of patients with HIV and AIDS (Corliss et al, 2007).…”

“…Several approaches to the delivery of LGBT+ professional development opportunities have been suggested. They include, developing new LGBTQ education tools and resources, the use of workshops and train-the-trainer programmes and education available in multi-lingual formats and flexible on-line learning materials to enable wider access (Corliss et al, 2007;Fredriksen-Goldsen et al, 2011;Hardacker et al, 2014;Daley and MacDonnell, 2015;White et al, 2015).…”