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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

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  • Charles T Yingling
  • Karen Cotler
  • Tonda L Hughes

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.

Suggested Citation

  • Charles T Yingling & Karen Cotler & Tonda L Hughes, 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, John Wiley & Sons, vol. 26(17-18), pages 2807-2817, September.
  • Handle: RePEc:wly:jocnur:v:26:y:2017:i:17-18:p:2807-2817
    DOI: 10.1111/jocn.13707
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    Cited by:

    1. Jesús Manuel García-Acosta & Maria Elisa Castro-Peraza & Ángeles Arias Rodriguez & María Luisa Perez-Cánovas & Maria Inmaculada Sosa-Alvarez & Rosa Llabrés-Solé & Ana María Perdomo-Hernández & Nieves , 2019. "Impact of a Formative Program on Transgender Healthcare for Nursing Students and Health Professionals. Quasi-Experimental Intervention Study," IJERPH, MDPI, vol. 16(17), pages 1-14, September.
    2. Reginald Fennell & Blair Grant, 2019. "Discussing sexuality in health care: A systematic review," Journal of Clinical Nursing, John Wiley & Sons, vol. 28(17-18), pages 3065-3076, September.
    3. Cheryl Zlotnick & Carmit‐Noa Shpigelman, 2018. "A 5‐step framework to promote nursing community inclusivity: The example of nurses with disabilities," Journal of Clinical Nursing, John Wiley & Sons, vol. 27(19-20), pages 3787-3796, October.
    4. Federica Dellafiore & Rosario Caruso & Michela Cossu & Sara Russo & Irene Baroni & Serena Barello & Ida Vangone & Marta Acampora & Gianluca Conte & Arianna Magon & Alessandro Stievano & Cristina Arrig, 2022. "The State of the Evidence about the Family and Community Nurse: A Systematic Review," IJERPH, MDPI, vol. 19(7), pages 1-16, April.

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