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Building nurses' capacity to address health inequities: incorporating lesbian, gay, bisexual and transgender health content in a family nurse practitioner programme.
J Clin Nurs 2017; 26(17-18):2807-2817JC

Abstract

AIMS AND OBJECTIVES

To describe our experience in incorporating lesbian, gay, bisexual and transgender health content into the family nurse practitioner curriculum at a Midwestern college of nursing in the United States.

BACKGROUND

Globally, lesbian, gay, bisexual and transgender people face disparities in the domains of physical health, behavioural risks, mental health and victimisation. There remains a paucity of nursing research on most aspects of lesbian, gay, bisexual and transgender health and access to care. To date, nursing leadership and curricular bodies have not provided clear guidance on the role of nurse educators in preparing nursing students to provide care to lesbian, gay, bisexual and transgender people.

DESIGN

Discursive paper describing the development of a lesbian, gay, bisexual and transgender health learning module for inclusion in a family nurse practitioner programme.

METHODS

We summarise health disparities experienced by lesbian, gay, bisexual and transgender people, describe the process of module development and outline the learning content included in the module. We also discuss challenges faced in incorporating lesbian, gay, bisexual and transgender content into nursing curricula.

CONCLUSIONS

Despite the lack of formal direction from the nursing sector, nursing faculty should prepare nursing students to provide culturally sensitive and competent care to lesbian, gay, bisexual and transgender people. Our experience incorporating lesbian, gay, bisexual and transgender-specific content into the family nurse practitioner programme has proven to be positive for both students and faculty.

RELEVANCE TO CLINICAL PRACTICE

Given their large numbers and presence across systems of care, nurses are uniquely positioned to address barriers to care faced by lesbian, gay, bisexual and transgender people. Modules such as the one described here can be used by nurse faculty to guide the inclusion of lesbian, gay, bisexual and transgender-specific content in family nurse practitioner or other nursing courses-as well as to guide the development of nursing competencies in the care of lesbian, gay, bisexual and transgender people.

Authors+Show Affiliations

University of Illinois at Chicago College of Nursing, Chicago, IL, USA.University of Illinois at Chicago College of Nursing, Chicago, IL, USA.University of Illinois at Chicago College of Nursing, Chicago, IL, USA.

Pub Type(s)

Journal Article

Language

eng

PubMed ID

28029727

Citation

Yingling, Charles T., et al. "Building Nurses' Capacity to Address Health Inequities: Incorporating Lesbian, Gay, Bisexual and Transgender Health Content in a Family Nurse Practitioner Programme." Journal of Clinical Nursing, vol. 26, no. 17-18, 2017, pp. 2807-2817.
Yingling CT, Cotler K, Hughes TL. Building nurses' capacity to address health inequities: incorporating lesbian, gay, bisexual and transgender health content in a family nurse practitioner programme. J Clin Nurs. 2017;26(17-18):2807-2817.
Yingling, C. T., Cotler, K., & Hughes, T. L. (2017). Building nurses' capacity to address health inequities: incorporating lesbian, gay, bisexual and transgender health content in a family nurse practitioner programme. Journal of Clinical Nursing, 26(17-18), pp. 2807-2817. doi:10.1111/jocn.13707.
Yingling CT, Cotler K, Hughes TL. Building Nurses' Capacity to Address Health Inequities: Incorporating Lesbian, Gay, Bisexual and Transgender Health Content in a Family Nurse Practitioner Programme. J Clin Nurs. 2017;26(17-18):2807-2817. PubMed PMID: 28029727.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Building nurses' capacity to address health inequities: incorporating lesbian, gay, bisexual and transgender health content in a family nurse practitioner programme. AU - Yingling,Charles T, AU - Cotler,Karen, AU - Hughes,Tonda L, Y1 - 2017/02/19/ PY - 2016/12/22/accepted PY - 2016/12/29/pubmed PY - 2017/12/19/medline PY - 2016/12/29/entrez KW - cultural issues KW - curriculum planning KW - nurse-patient relationship KW - primary care KW - sexual health KW - sexuality SP - 2807 EP - 2817 JF - Journal of clinical nursing JO - J Clin Nurs VL - 26 IS - 17-18 N2 - AIMS AND OBJECTIVES: To describe our experience in incorporating lesbian, gay, bisexual and transgender health content into the family nurse practitioner curriculum at a Midwestern college of nursing in the United States. BACKGROUND: Globally, lesbian, gay, bisexual and transgender people face disparities in the domains of physical health, behavioural risks, mental health and victimisation. There remains a paucity of nursing research on most aspects of lesbian, gay, bisexual and transgender health and access to care. To date, nursing leadership and curricular bodies have not provided clear guidance on the role of nurse educators in preparing nursing students to provide care to lesbian, gay, bisexual and transgender people. DESIGN: Discursive paper describing the development of a lesbian, gay, bisexual and transgender health learning module for inclusion in a family nurse practitioner programme. METHODS: We summarise health disparities experienced by lesbian, gay, bisexual and transgender people, describe the process of module development and outline the learning content included in the module. We also discuss challenges faced in incorporating lesbian, gay, bisexual and transgender content into nursing curricula. CONCLUSIONS: Despite the lack of formal direction from the nursing sector, nursing faculty should prepare nursing students to provide culturally sensitive and competent care to lesbian, gay, bisexual and transgender people. Our experience incorporating lesbian, gay, bisexual and transgender-specific content into the family nurse practitioner programme has proven to be positive for both students and faculty. RELEVANCE TO CLINICAL PRACTICE: Given their large numbers and presence across systems of care, nurses are uniquely positioned to address barriers to care faced by lesbian, gay, bisexual and transgender people. Modules such as the one described here can be used by nurse faculty to guide the inclusion of lesbian, gay, bisexual and transgender-specific content in family nurse practitioner or other nursing courses-as well as to guide the development of nursing competencies in the care of lesbian, gay, bisexual and transgender people. SN - 1365-2702 UR - https://www.unboundmedicine.com/medline/citation/28029727/Building_nurses'_capacity_to_address_health_inequities:_incorporating_lesbian_gay_bisexual_and_transgender_health_content_in_a_family_nurse_practitioner_programme_ L2 - https://doi.org/10.1111/jocn.13707 DB - PRIME DP - Unbound Medicine ER -