The Impact of Positive Space Training on Students’ Communication With LGBTTQ+ Communities

Haghiri-Vijeh, Roya; McCulloch, Tara; Atack, Lynda; Bedard, Gabriel

doi:10.1097/01.nep.0000000000000474

Cited by 8 publications

(18 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In line with other studies, our participants emphasized the need of promoting a positive health care team communication and respectfully towards patients above all without prejudices and bias in order to build a mutual patient–nurse relationship (Bonvicini, 2017; Haghiri‐Vijeh et al., 2020). However, many of them pointed out a lack of communication skills with LGBTQ+ individuals as they stumbled on the correct use of pronouns and felt uncomfortable asking questions in their nursing assessment.…”

Section: Discussionsupporting

confidence: 86%

Improving the care management of trans patients: Focus groups of nursing students’ perceptions

et al. 2020

View full text Add to dashboard Cite

Section: Discussionsupporting

confidence: 86%

Improving the care management of trans patients: Focus groups of nursing students’ perceptions

et al. 2020

View full text Add to dashboard Cite

“…Prelicensure, content about LGBTQIA+ migrants need to be introduced in the first required nursing course and then threaded through each year 9,40 . However, education solely will not improve practice; nevertheless, it is a first step to increase the visibility of marginalized communities and enhance nursing students' knowledge of and comfort in communicating with underserved people 9,12,56 . Key take away points from this study are for NHCPs to ask relevant nonhetero‐cis‐normative questions, offer inclusive safe sex education for diverse SOGIE people, avoid dead naming and misgendering, and provide supportive trauma‐informed care that recognizes the social positions of LGBTQIA+ migrants.…”

Section: Discussionmentioning

confidence: 99%

Experiences of LGBTQIA+ migrants with nurses and other healthcare professionals in Canada

Haghiri-Vijeh

2022

Nursing Forum

View full text Add to dashboard Cite

Background:LGBTQIA+ migrants may have experienced discrimination and victimization related to ethnicity, culture, and race over the course of their migration journey, as well as in relation to their sexual orientation, gender identity and expression. Despite the work of some nurses in education, practice, policy, and research, there is a scarcity of literature investigating the experiences of LGBTQIA+ migrants with nurses and healthcare professionals in Canada. Methods: By utilizing Gadamerian hermeneutics research methodology with intersectional analysis, this study draws on 16 semi-structured individual interviews with LGBTQIA+ migrants who received care from nurses and other healthcare professionals (NHCPs) in Canada. Results: Two overarching areas of intersecting experiences were identified: (a) challenges and (b) supports. Four interwoven interpretations emerged from experiences of challenges: (a) unwanted visibility, (b) hearing a dead name and being misgendered, (c) cultural stigma, and (d) being asked intrusive hetero-cis-normative questions. Supportive experiences were evident when NHCPs accepted the unique needs of LGBTQIA+ migrants and acted as advocates.Conclusions: Nursing interactions should not be traumatic for LGBTQIA+ migrants, but rather should be encounters where care providers ask relevant nonhetero-cisnormative questions, offer inclusive safe sex education for people's diverse identities, avoid dead naming and misgendering, and provide supportive and affirming care. To support the provision of safe care and mitigate trauma, systemic changes in nursing practice must include the experiences of LGBTQIA+ migrants.

show abstract

“…Video/film 11,16,18,35 (n = 4) Films used as a teaching tool were The Danish Girl, About Ray, and Gen Silent.…”

Section: Simulationmentioning

confidence: 99%

“…Reflective writing after reading an article 33 and after participating in a positive space training session. 16 Guided discussion 11,19 (n = 2)…”

Section: Simulationmentioning

confidence: 99%

Methods of Teaching Transgender Health in Undergraduate Nursing Programs

Lim,

Ozkara San

2023

Nurse Educ

View full text Add to dashboard Cite

Background: Transgender populations experience disproportionately higher rates of mental and physical health issues such as suicidality and heart disease than their cisgender counterparts. Education of health professions students and providers is recognized as an effective method in mitigating transgender health disparities. Purpose: This narrative review investigated the methods in which transgender health is taught in undergraduate nursing programs. Suggestions for optimizing transgender health education are presented. Method: This review critically appraised and synthesized 28 articles that met these inclusion criteria: articles in English describing teaching strategies used in transgender health education with samples that include undergraduate nursing students. Results: Didactic lecture is the most widely used method, followed by role-play simulation, use of film and video, guest presentation, and high-fidelity and standardized patient simulation. Conclusion: Lectures remain the dominant method of delivering transgender health content. Improvements in students' knowledge and attitude related to transgender care were noted posteducation.

show abstract

The Impact of Positive Space Training on Students’ Communication With LGBTTQ+ Communities

Cited by 8 publications

References 8 publications

Improving the care management of trans patients: Focus groups of nursing students’ perceptions

Improving the care management of trans patients: Focus groups of nursing students’ perceptions

Experiences of LGBTQIA+ migrants with nurses and other healthcare professionals in Canada

Methods of Teaching Transgender Health in Undergraduate Nursing Programs

Contact Info

Product

Resources

About