Faculty of Medical & Health Sciences, University of Auckland, Private Bag 92019, Auckland 1142, New Zealand.
Te Ngākau Kahukura, c/o AraTaiohi PO Box 6886, Marion Square, Wellington 6141, New Zealand.
Nurse Educ Today. 2022 Dec;119:105546. doi: 10.1016/j.nedt.2022.105546. Epub 2022 Sep 14.
In order to avoid perpetuating inequities faced by lesbian, gay, bisexual, transgender, queer, intersex, and other minority (LGBTQI+) communities, future nurses need to recognize and resist discriminatory, oppressive, heteronormative and cisnormative health and social systems.
To share the development, embedding, and formative evaluation of an interdisciplinary project to improve LGBTQI+ health content across an undergraduate nursing curriculum.
This paper describes a collaborative interdisciplinary project to embed LGBTQI+ health content across a 3-year undergraduate nursing degree. An anonymous cross-sectional online survey was sent to 87 student nurses enrolled in the final semester of their undergraduate degree. The survey included six Likert scale-type questions and five open-ended questions. Qualitative data were analyzed by inductive, reflexive thematic analysis.
Most students rated the topic relevant 'extremely' relevant (77 %) to nursing. Students' self-reported comfort discussing LGBTQI+ health in class varied from 'extremely' (42 %) through to 'not at all' (6 %). Thematic analysis of student responses to open-ended questions identified five themes: (1) Becoming aware of LGBTQI+ diversity; (2) Personal values and beliefs; (3) Learning in order to improve clinical encounters; (4) Inconsistency and a lack of incorporation across the curriculum; and (5) (Dis)comfort in the learning environment.
Opportunities to better embed LGBTQI+ competency included clear acknowledgement of wider systems of power and oppression, integration and consistent modeling by nursing faculty, and linkage of content to other equity issues to address the intersectional nature of inequities.
为避免延续女同性恋、男同性恋、双性恋、跨性别、酷儿、间性人和其他少数群体（LGBTQI+）所面临的不平等，未来的护士需要认识到并抵制歧视性、压迫性、异性恋和性别规范的健康和社会系统。
分享一个跨学科项目的发展、嵌入和形成性评价，以改善整个本科护理课程中的 LGBTQI+健康内容。
本文描述了一个跨学科合作项目，将 LGBTQI+健康内容嵌入到为期 3 年的本科护理学位中。一项匿名的横断面在线调查被发送给 87 名正在攻读本科最后一学期的护理专业学生。该调查包括六个李克特量表式问题和五个开放性问题。定性数据采用归纳、反思性主题分析进行分析。
大多数学生认为该主题与护理“极其”相关（77%）。学生们自我报告的在课堂上讨论 LGBTQI+健康问题的舒适度从“极其”（42%）到“一点也不”（6%）不等。对学生对开放性问题的回答进行主题分析，确定了五个主题：（1）意识到 LGBTQI+多样性；（2）个人价值观和信念；（3）为改善临床接触而学习；（4）课程不一致且缺乏整合；（5）学习环境中的不适。
更好地嵌入 LGBTQI+能力的机会包括明确承认更广泛的权力和压迫系统、护理教师的综合和一致示范，以及将内容与其他平等问题联系起来，以解决不平等的交叉性质。
