De Guzman Franc Louie M, Moukoulou Louise Nathalie Ngalee, Scott Linda D, Zerwic Julie J
University of Illinois at Chicago, Chicago, United States.
University of St. Francis, Joliet, United States.
J Prof Nurs. 2018 Nov-Dec;34(6):483-487. doi: 10.1016/j.profnurs.2018.03.001. Epub 2018 Mar 6.
Lesbian, gay, bisexual, and transgender (LGBT) people make up 4% of the adult population in the United States; however, it is unclear if there is sufficient material in nursing textbooks for students to learn how to provide care for sexual minority populations. A content analysis of two commonly used health assessment textbooks was completed to identify material that prepared nurses for LGBT patient interactions. Topics such as gender neutrality, same-sex partners, and other terms referring to LGBT persons were considered LGBT content. Campinha-Bacote's The Process of Cultural Competence in the Delivery of Healthcare was used as the theoretical framework to assess the textbooks' content on five constructs: awareness, knowledge, skill, encounters, and desire to learn. Eleven pages in one text and 14 in the other had at least one line that addressed LGBT health assessment. Investigators found content related to the constructs of awareness, knowledge, and skill in both textbooks. In all cases, the content was limited in depth; both textbooks lacked exemplars and application of LGBT-specific health content. Inclusion of this information in textbooks or other learning resources is needed to enhance nurses' cultural knowledge and skill to improve health care outcomes within this vulnerable population.
女同性恋、男同性恋、双性恋和跨性别者（LGBT）占美国成年人口的4%；然而，护理教材中是否有足够的内容供学生学习如何为性少数群体提供护理尚不清楚。对两本常用的健康评估教材进行了内容分析，以确定能让护士为与LGBT患者互动做好准备的内容。诸如性别中立、同性伴侣以及其他指代LGBT人群的术语等主题被视为LGBT相关内容。坎皮尼亚 - 巴科特的《医疗保健提供中的文化能力过程》被用作理论框架，以评估教材在五个方面的内容：意识、知识、技能、接触和学习意愿。一本教材中有11页，另一本有14页至少有一行涉及LGBT健康评估。研究人员在两本教材中都发现了与意识、知识和技能相关的内容。在所有情况下，内容深度都有限；两本教材都缺乏LGBT特定健康内容的示例和应用。需要在教材或其他学习资源中纳入这些信息，以增强护士的文化知识和技能，从而改善这一弱势群体的医疗保健结果。
