Brandon University, Manitoba, Canada.
J Fam Nurs. 2019 Nov;25(4):506-532. doi: 10.1177/1074840719864099. Epub 2019 Jul 29.
Research has identified the need for improved cultural competence of health care providers regarding the lesbian, gay, bisexual, transgender, and queer (LGBTQ) community's needs. This article articulates the teaching approach and methodology of an unfolding LGBTQ family case study for undergraduate nursing students. This method provided a forum for exploration of personal biases and gender-affirming techniques, and addressed the challenges of aging for a transgender woman and family within the context of societal stigma and discrimination. Students gained knowledge concerning shifts in family structures and understanding of the nurses' role encouraging inclusiveness and equitable access in health care settings, advocating for vulnerable populations, and addressing specific health concerns for transgender older adults. Student responses demonstrated increased knowledge of family diversity, and critical thought regarding the intersectionality of discrimination and aging. The findings revealed the case study methodology facilitated student understanding of the unique health and social issues for LGBTQ older adults within a family context.
研究已经确定，医疗保健提供者需要提高其文化能力，以满足女同性恋、男同性恋、双性恋、跨性别和 queer（LGBTQ）群体的需求。本文阐述了为本科护理学生开设的 LGBTQ 家庭案例研究的教学方法和策略。这种方法为探索个人偏见和性别肯定技术提供了一个论坛，并解决了跨性别女性及其家庭在社会耻辱和歧视背景下面临的老龄化挑战。学生们获得了有关家庭结构变化以及了解护士在鼓励包容性和公平获得医疗保健服务方面的作用的知识，倡导为弱势群体服务，并解决跨性别老年人的具体健康问题。学生的回应表明，他们增加了对家庭多样性的了解，以及对歧视和老龄化交叉问题的批判性思考。研究结果表明，案例研究方法有助于学生了解 LGBTQ 老年群体在家庭环境中面临的独特健康和社会问题。
