Soomar Sarmad Muhammad, Cassum Laila Akber, Mughal Farida Bibi, Akhtar Afshan, Soomar Salman Muhammad
School of Nursing and Midwifery, Aga Khan University, Karachi, Pakistan.
University of Michigan, Ann Arbor, USA.
BMC Nurs. 2025 Aug 5;24(1):1023. doi: 10.1186/s12912-025-03154-1.
Stigma, lack of awareness by healthcare providers, and labeling gender-diverse individuals as unhealthy, have led to detrimental health effects on the Gender and Sexually Diverse (GSD) population. In Pakistan, managing this challenge due to socio-cultural values is difficult. Educating nurses about GSD healthcare needs is imperative for equity in healthcare. This study assesses the knowledge and understanding of nursing students regarding the unique healthcare needs of the GSD population while integrating this knowledge into the Nursing curriculum. A quasi-experimental study design utilizing a single group pretest-posttest approach with purposive sampling was used to assess knowledge related to health care of the GSD population among 137 nursing students. The validated tool was used to collect the data. The data was collected in 4 main sections, including demographic data, knowledge about identity, knowledge about health needs, and theoretical learning related to clinical experiences. Mc Nemar's test was applied to check the strength of the association between pre and post-test scores. The participant's median age was 22 years, and they were mostly female (89.05%). The response to pre and post-tests showed significant changes in students' understanding of the GSD populations' healthcare needs. There was a 5.84% increase in understanding of the term "GSD", a 33.58% (p = 0.037) increase in understanding of the term LGBTQIA+, and an 17.52% change in the belief that "GSD is not normal" (p = 0.006). This study shows that a curricular and teaching intervention related to GSD population and their diverse healthcare needs can significantly increase the knowledge and understanding of the nursing students.
耻辱感、医疗服务提供者缺乏认识以及将性别多样化个体视为不健康，已对性别和性取向多样化（GSD）人群产生了有害的健康影响。在巴基斯坦，由于社会文化价值观，应对这一挑战很困难。对护士进行有关GSD人群医疗保健需求的教育对于医疗保健公平至关重要。本研究评估护理专业学生对GSD人群独特医疗保健需求的知识和理解，同时将这些知识融入护理课程。采用单组前测-后测方法的准实验研究设计，并进行目的抽样，以评估137名护理专业学生中与GSD人群医疗保健相关的知识。使用经过验证的工具收集数据。数据收集分为4个主要部分，包括人口统计学数据、身份认同知识、健康需求知识以及与临床经验相关的理论学习。应用Mc Nemar检验来检验前测和后测分数之间关联的强度。参与者的年龄中位数为22岁，大多数为女性（89.05%）。前测和后测的结果显示，学生对GSD人群医疗保健需求的理解有显著变化。对“GSD”一词的理解增加了5.84%，对“LGBTQIA+”一词的理解增加了33.58%（p = 0.037），认为“GSD不正常”的观念有17.52%的转变（p = 0.006）。这项研究表明，与GSD人群及其多样化医疗保健需求相关的课程和教学干预可以显著提高护理专业学生的知识和理解。
