教育护理学生为女同性恋、男同性恋、双性恋、跨性别、疑问/酷儿、间性人以及其他非二进制性别患者提供文化敏感的护理：倡导计划对知识和态度的影响。

Educating Nursing Students About Delivering Culturally Sensitive Care to Lesbian, Gay, Bisexual, Transgender, Questioning/Queer, Intersex, Plus Patients: The Impact of an Advocacy Program on Knowledge and Attitudes.

机构信息

About the Authors Todd Tartavoulle, DNS, APRN, CNS-BC, is associate professor of clinical nursing, Louisiana State University School of Nursing, New Orleans, Louisiana. Jessica Landry, DNP, FNP-BC, is assistant professor of clinical nursing, Louisiana State University School of Nursing. For more information, contact Dr. Tartavoulle at

出版信息

Nurs Educ Perspect. 2021;42(4):E15-E19. doi: 10.1097/01.NEP.0000000000000819.

DOI:10.1097/01.NEP.0000000000000819

PMID:33935246

Abstract

AIM

This study evaluated the effects of a program designed to help students provide culturally competent care for lesbian, gay, bisexual, transgender, questioning/queer, intersex, plus (LGBTQI+) patients.

BACKGROUND

The LGBTQI+ community faces disparities linked to stigma and discrimination. The Advocacy™ Program was developed to supplement the curriculum in schools of nursing.

METHOD

Nursing students from six schools of nursing (n = 1,398) received advocacy training. Students were administered the Genderism and Transphobia Scale, the Homonegativity Scale, and additional knowledge questions before and after training.

RESULTS

The findings were positive, indicating an increase in student attitude scores, vocabulary and disparity knowledge, and knowledge regarding care for an LGBTQI+ client (p < .05).

CONCLUSION

By building a culture of inclusion through recognition of diverse patients in the curriculum, nursing schools can develop a culture of connection that strengthens patient-provider relationships and improves mental and physical health.

摘要