Journal
JOURNAL OF TRANSCULTURAL NURSING
Volume -, Issue -, Pages -Publisher
SAGE PUBLICATIONS INC
DOI: 10.1177/10436596231191250
Keywords
LQBTQIA; nursing students; learning module; qualitative; focus groups
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The American Association of Colleges of Nursing is calling for nurse educators to address health care inequities by preparing leaders who advocate for vulnerable groups. This study developed a learning module for health care providers about best practices in LGBTQIA+ health, informed by key stakeholders. The module addresses a gap in nursing curriculum and aims to reduce discrimination in health care settings.
Introduction: The American Association of Colleges of Nursing (AACN) summons nurse educators to address health care inequities by preparing leaders who advocate for vulnerable groups. A lack of academic guidelines promoting cultural competence in nursing with lesbian, gay, bisexual, transgender, queer and/or questioning, intersex, and asexual and/or aromantic (LGBTQIA+) individuals exist. The purpose of this study was to develop a learning module for health care providers about best practices in LGBTQIA+ health informed by key stakeholders. Methods: Exploratory qualitative design utilized focus group methodology obtaining stakeholder's views on LGBTQIA+ health, with a convenience sample recruited from a large public university. Focus group thematic analysis informed development of the learning module. Results: Three overarching themes emerged from focus group discussions (n = 31): appropriate terminology, health disparities, and respectful communication. Discussion: This project addresses an educational gap in nursing curriculum using an interactive online module, introducing key concepts about LGBTQIA+ health. Future research focused on the development of standards of care for LGBTQIA+ individuals can support inclusion and reduce discrimination in health care settings.
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