{"title":"不再隐藏:在护理学校课程中解决LGBTQIA+个体的健康和保健问题。","authors":"Jeff Day, Marianne Snyder, Dalmacio Dennis Flores","doi":"10.3928/01484834-20230306-01","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>Lesbian, gay, bisexual, transgender, queer or questioning, intersex, asexual (LGBTQIA+) individuals face barriers to equitable health care access. During clinical encounters, LGBTQIA+ individuals interact with nurses and health care providers who often lack a thorough understanding of LGBTQIA+ cultures, terminology, and strategies for culturally affirming care. This article details the process undertaken to include LGBTQIA+ health elective courses.</p><p><strong>Method: </strong>To outline LGBTQIA+ health education, a curriculum crosswalk was conducted. Course descriptions, objectives, and outcomes were crafted with faculty input. Priority LGBTQIA+ areas were analyzed, and textbook content was cross-referenced to identify topics for inclusion.</p><p><strong>Results: </strong>In Spring 2022, two LGBTQIA+ courses were launched. Undergraduate students at New York University Meyers (<i>n</i> = 27) and undergraduate and graduate students at the University of Pennsylvania (<i>n</i> = 18) comprised the inaugural classes.</p><p><strong>Conclusion: </strong>LGBTQIA+ individuals experience poorer health outcomes due to longstanding health inequities. These disparities are partly fueled by the minimal exposure nursing students receive in their undergraduate education. Guidelines on the development of courses designed to highlight needs may address disparities, leading to better health outcomes. <b>[<i>J Nurs Educ</i>. 2023;62(5):307-311.]</b>.</p>","PeriodicalId":54781,"journal":{"name":"Journal of Nursing Education","volume":"62 5","pages":"307-311"},"PeriodicalIF":1.6000,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Hidden No More: Addressing the Health and Wellness of LGBTQIA+ Individuals in Nursing School Curricula.\",\"authors\":\"Jeff Day, Marianne Snyder, Dalmacio Dennis Flores\",\"doi\":\"10.3928/01484834-20230306-01\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>Lesbian, gay, bisexual, transgender, queer or questioning, intersex, asexual (LGBTQIA+) individuals face barriers to equitable health care access. During clinical encounters, LGBTQIA+ individuals interact with nurses and health care providers who often lack a thorough understanding of LGBTQIA+ cultures, terminology, and strategies for culturally affirming care. This article details the process undertaken to include LGBTQIA+ health elective courses.</p><p><strong>Method: </strong>To outline LGBTQIA+ health education, a curriculum crosswalk was conducted. Course descriptions, objectives, and outcomes were crafted with faculty input. Priority LGBTQIA+ areas were analyzed, and textbook content was cross-referenced to identify topics for inclusion.</p><p><strong>Results: </strong>In Spring 2022, two LGBTQIA+ courses were launched. Undergraduate students at New York University Meyers (<i>n</i> = 27) and undergraduate and graduate students at the University of Pennsylvania (<i>n</i> = 18) comprised the inaugural classes.</p><p><strong>Conclusion: </strong>LGBTQIA+ individuals experience poorer health outcomes due to longstanding health inequities. These disparities are partly fueled by the minimal exposure nursing students receive in their undergraduate education. Guidelines on the development of courses designed to highlight needs may address disparities, leading to better health outcomes. <b>[<i>J Nurs Educ</i>. 2023;62(5):307-311.]</b>.</p>\",\"PeriodicalId\":54781,\"journal\":{\"name\":\"Journal of Nursing Education\",\"volume\":\"62 5\",\"pages\":\"307-311\"},\"PeriodicalIF\":1.6000,\"publicationDate\":\"2023-05-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Nursing Education\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.3928/01484834-20230306-01\",\"RegionNum\":4,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"NURSING\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Nursing Education","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.3928/01484834-20230306-01","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"NURSING","Score":null,"Total":0}
Hidden No More: Addressing the Health and Wellness of LGBTQIA+ Individuals in Nursing School Curricula.
Background: Lesbian, gay, bisexual, transgender, queer or questioning, intersex, asexual (LGBTQIA+) individuals face barriers to equitable health care access. During clinical encounters, LGBTQIA+ individuals interact with nurses and health care providers who often lack a thorough understanding of LGBTQIA+ cultures, terminology, and strategies for culturally affirming care. This article details the process undertaken to include LGBTQIA+ health elective courses.
Method: To outline LGBTQIA+ health education, a curriculum crosswalk was conducted. Course descriptions, objectives, and outcomes were crafted with faculty input. Priority LGBTQIA+ areas were analyzed, and textbook content was cross-referenced to identify topics for inclusion.
Results: In Spring 2022, two LGBTQIA+ courses were launched. Undergraduate students at New York University Meyers (n = 27) and undergraduate and graduate students at the University of Pennsylvania (n = 18) comprised the inaugural classes.
Conclusion: LGBTQIA+ individuals experience poorer health outcomes due to longstanding health inequities. These disparities are partly fueled by the minimal exposure nursing students receive in their undergraduate education. Guidelines on the development of courses designed to highlight needs may address disparities, leading to better health outcomes. [J Nurs Educ. 2023;62(5):307-311.].
期刊介绍：
The Journal of Nursing Education is a monthly, peer-reviewed journal publishing original articles and new ideas for nurse educators in various types and levels of nursing programs for over 50 years. The Journal enhances the teaching-learning process, promotes curriculum development, and stimulates creative innovation and research in nursing education.
京公网安备 11010802042870号
京ICP备2023020795号-1
分享
求助内容：
应助结果提醒方式：
扫码关注我们
