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A writing assignment to address gaps in the nursing curriculum regarding health issues of LGBT+ populations.
Nurs Forum. 2019 Apr; 54(2):198-204.NF

Abstract

BACKGROUND

Lesbian, gay, bisexual, and transgender (LGBT+) populations account for 4% of the US population, yet health disparities persist, which are considered a priority in health care systems. In nursing education programs, the allotment in time to cover LGBT+ health content is not mandated thus ranges from zero to several hours total in nursing curricula. Therefore, nursing students' education regarding LGBT+ health issues remains minimal and inconsistent throughout the nation's nursing programs.

AIM

To provide associate degree nursing students with exposure to the health disparities in LGBT+ populations through a reflective writing assignment.

METHODS

The essays were culled from both sections of an established core course in the nursing curriculum, which was taught by both faculty. Using a retrospective content analysis approach, the essays from 61 associate degree nursing students were read and reread by both authors. Similar statements were grouped together and themes emerged for both authors.

RESULTS

The content analysis from the students' essays, which exposed the students to LGBT+ health issues, yielded intriguing and encouraging data. Four themes regarding LGBT+ health emerged from the students' essays: (1) communication, (2) advocacy, (3) increased knowledge and awareness, and (4) empathy development.

CONCLUSIONS

Such results suggested that a reflective writing assignment was beneficial for nursing students and exposed and familiarized them with the disparities of LGBT+ populations. Through an analysis of the students' essay contents, the two faculty researchers were able to identify improved knowledge and awareness from the writing assignment.

Authors+Show Affiliations

Department of Nursing, New York City College of Technology, Brooklyn, New York.Pace University College of Health Professions, Lienhard School of Nursing, New York, New York.

Pub Type(s)

Journal Article

Language

eng

PubMed ID

30636055

Citation

Maley, Bridget, and Randy Gross. "A Writing Assignment to Address Gaps in the Nursing Curriculum Regarding Health Issues of LGBT+ Populations." Nursing Forum, vol. 54, no. 2, 2019, pp. 198-204.
Maley B, Gross R. A writing assignment to address gaps in the nursing curriculum regarding health issues of LGBT+ populations. Nurs Forum. 2019;54(2):198-204.
Maley, B., & Gross, R. (2019). A writing assignment to address gaps in the nursing curriculum regarding health issues of LGBT+ populations. Nursing Forum, 54(2), 198-204. https://doi.org/10.1111/nuf.12315
Maley B, Gross R. A Writing Assignment to Address Gaps in the Nursing Curriculum Regarding Health Issues of LGBT+ Populations. Nurs Forum. 2019;54(2):198-204. PubMed PMID: 30636055.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - A writing assignment to address gaps in the nursing curriculum regarding health issues of LGBT+ populations. AU - Maley,Bridget, AU - Gross,Randy, Y1 - 2019/01/12/ PY - 2018/05/22/received PY - 2018/10/29/revised PY - 2018/11/14/accepted PY - 2019/1/13/pubmed PY - 2019/5/2/medline PY - 2019/1/13/entrez KW - LGBT health KW - LGBT populations KW - associate degree nursing students KW - health care disparities KW - nursing curriculum KW - nursing education SP - 198 EP - 204 JF - Nursing forum JO - Nurs Forum VL - 54 IS - 2 N2 - BACKGROUND: Lesbian, gay, bisexual, and transgender (LGBT+) populations account for 4% of the US population, yet health disparities persist, which are considered a priority in health care systems. In nursing education programs, the allotment in time to cover LGBT+ health content is not mandated thus ranges from zero to several hours total in nursing curricula. Therefore, nursing students' education regarding LGBT+ health issues remains minimal and inconsistent throughout the nation's nursing programs. AIM: To provide associate degree nursing students with exposure to the health disparities in LGBT+ populations through a reflective writing assignment. METHODS: The essays were culled from both sections of an established core course in the nursing curriculum, which was taught by both faculty. Using a retrospective content analysis approach, the essays from 61 associate degree nursing students were read and reread by both authors. Similar statements were grouped together and themes emerged for both authors. RESULTS: The content analysis from the students' essays, which exposed the students to LGBT+ health issues, yielded intriguing and encouraging data. Four themes regarding LGBT+ health emerged from the students' essays: (1) communication, (2) advocacy, (3) increased knowledge and awareness, and (4) empathy development. CONCLUSIONS: Such results suggested that a reflective writing assignment was beneficial for nursing students and exposed and familiarized them with the disparities of LGBT+ populations. Through an analysis of the students' essay contents, the two faculty researchers were able to identify improved knowledge and awareness from the writing assignment. SN - 1744-6198 UR - https://www.unboundmedicine.com/medline/citation/30636055/A_writing_assignment_to_address_gaps_in_the_nursing_curriculum_regarding_health_issues_of_LGBT+_populations_ L2 - https://doi.org/10.1111/nuf.12315 DB - PRIME DP - Unbound Medicine ER -