Kuney Ms Allison, Noble Mrs Danielle, Stubbs Dr Michelle
School of Nursing and Midwifery, University of Newcastle, Australia.
Nurse Educ Pract. 2025 Mar;84:104333. doi: 10.1016/j.nepr.2025.104333. Epub 2025 Mar 14.
AIM/OBJECTIVE: To explore and summarise existing literature concerning strategies for increasing LGBTQIA+ cultural and clinical competency in healthcare education programs.
Cultural and systemic changes in countries are needed to address the pervasive health disparities facing the LGBTQIA+ population. Understanding current global LGBTQIA+ content in education programs is pivotal for informing future curriculum development and producing culturally competent clinicians who can then undertake the creation clinical competency standards.
A scoping review.
CINAHL, Ovid, Clinical key, Medline and PubMed were searched between October 2023 and August 2024. The review followed the JBI critical appraisal tools and methodological approach to scoping reviews.
Twenty-five papers met eligibility criteria. Four themes emerged: (i) Significant Gains in Knowledge and Cultural Competency through LGBTQIA+ Training, (ii) Identified Gaps and the Need for Standardisation in LGBTQIA+ Healthcare Education (iii) The Role of Faculty Development and Community Engagement in Effective LGBTQIA+ Curriculum Integration and (iv) Addressing Intersecting Identities and Health Disparities for LGBTQIA+ Populations.
The presence of gaps in training, particularly concerning gender identity and intersectionality, highlights the need for standardised curricula and faculty development.
探讨并总结关于在医疗保健教育项目中提高 LGBTQIA+ 文化和临床能力的策略的现有文献。
各国需要进行文化和系统性变革，以解决 LGBTQIA+ 人群普遍面临的健康差距问题。了解教育项目中当前全球 LGBTQIA+ 的内容对于为未来的课程开发提供信息以及培养有文化能力的临床医生至关重要，这些临床医生随后可以制定临床能力标准。
范围综述。
于2023年10月至2024年8月期间检索了CINAHL、Ovid、Clinical key、Medline和PubMed。该综述遵循JBI批判性评价工具和范围综述的方法学方法。
25篇论文符合纳入标准。出现了四个主题：（i）通过LGBTQIA+ 培训在知识和文化能力方面取得显著进步，（ii）LGBTQIA+ 医疗保健教育中存在的差距及标准化需求，（iii）教师发展和社区参与在有效整合LGBTQIA+ 课程中的作用，以及（iv）解决LGBTQIA+ 人群的交叉身份和健康差距问题。
培训中存在差距，特别是在性别认同和交叉性方面，这凸显了标准化课程和教师发展的必要性。
