R. Qureshi is associate professor, Rutgers University School of Nursing, Newark, New Jersey.
P. Zha is assistant professor, Rutgers University School of Nursing Newark, New Jersey.
Acad Med. 2020 Dec;95(12S Addressing Harmful Bias and Eliminating Discrimination in Health Professions Learning Environments):S113-S120. doi: 10.1097/ACM.0000000000003681.
To assess graduate nursing students' lesbian, gay, bisexual, and transgender (LGBT)-specific health competencies.
Using a cross-sectional design, a 13-item multiple response survey, derived from The Joint Commission guidelines and LGBT health competencies proposed by the Association of American Medical Colleges, was administered online to 116 registered nurses enrolled in graduate study. Survey items assessed nurses' knowledge of LGBT health, professionalism, provision of patient care, communication skills, care environment, gaps in learning, and systems-based practice. Descriptive analyses were used to summarize frequencies and proportions of study variables.
Respondent nurses' knowledge about health, prevalent conditions, and social factors that influence LGBT health was somewhat limited. Respondents did not rate their knowledge about LGBT health high (µ = 3.11 [1.1], median = 3) and did not feel qualified to educate other colleagues about LGBT health issues (µ = 2.43 [1.26], median = 2). But 58% (n = 65) indicated that they felt comfortable performing prostate exams on transgender female patients (born with male genitalia); 62% (n = 70) felt comfortable doing pap smears for transgender male patients (born with female genitalia). Sixty nurses (52%) stated that they would advocate reforms within existing health care institutions to improve the care of LGBT patients. Cultural competency training was offered in some health care settings and environmental indications of inclusivity were inconsistent.
LGBT health competence among graduate nursing students was limited. There is a need to reevaluate LGBT health-related content in nursing curricula as well as robust assessment of competence in LGBT health.
评估护理研究生的同性恋、双性恋、跨性别者（LGBT）特定健康能力。
采用横断面设计，使用源自联合委员会指南和美国医学协会提出的 LGBT 健康能力的 13 项多项反应调查，对 116 名注册护士进行在线调查。调查项目评估护士对 LGBT 健康的知识、专业精神、提供患者护理、沟通技巧、护理环境、学习差距和基于系统的实践。使用描述性分析总结研究变量的频率和比例。
受访者护士对 LGBT 健康的健康、普遍状况和影响 LGBT 健康的社会因素的了解有些有限。受访者对 LGBT 健康知识的评价不高（µ=3.11[1.1]，中位数=3），并且认为自己没有资格教育其他同事有关 LGBT 健康问题（µ=2.43[1.26]，中位数=2）。但是，58%（n=65）表示他们对为跨性别女性患者（出生时具有男性生殖器）进行前列腺检查感到舒适；62%（n=70）对为跨性别男性患者（出生时具有女性生殖器）进行巴氏涂片检查感到舒适。60 名护士（52%）表示他们将在现有医疗机构内倡导改革，以改善 LGBT 患者的护理。一些医疗机构提供文化能力培训，但环境包容性的迹象不一致。
护理研究生的 LGBT 健康能力有限。有必要重新评估护理课程中与 LGBT 健康相关的内容，以及对 LGBT 健康能力的有力评估。
