TY - JOUR
T1 - LGBTQ+ health education for nurses
T2 - An innovative approach to improving nursing curricula
AU - Sherman, Athena D.F.
AU - Cimino, Andrea N.
AU - Clark, Kristen D.
AU - Smith, Kylie
AU - Klepper, Meredith
AU - Bower, Kelly M.
N1 - Funding Information:
This work was supported in part by the Nell Hodgson Woodruff School of Nursing, Emory University , US, Postdoctoral Fellowship funds and in part by the Maryland Higher Education Commission , Nurse Support Program , US ( NSP II-17-107 ).
Funding Information:
Each JHSON LHI subcommittee is charged to produce multiple necessary products to improve LGBTQI+ health content integration and curricular evaluation, see Table 1 for details. All subcommittees are asked to meet bi-weekly. The subcommittee on Training of Faculty and Staff is responsible for creating a series of short training video modules, spanning 5–10 min each, for faculty and staff to expand their knowledge, attitudes, and beliefs about LGBTQI+ terminology and health issues and direct them to additional resources for specific content areas. The subcommittee on Resource Repository Development is responsible for creating a publicly accessible database of evidence-based resources (health protocols, guidelines, videos, etc.) for faculty, students, and staff to use in building their curriculum and informing their practice. This includes curating a list of resources as well as vetting the list with experts to ensure that it is accurate and comprehensive. Finally, the committee creates a description and associated key term tags for each resource so that the database is searchable by key terms and content areas. The resource repository is currently moving into the expert review phase, where each identified resource will be evaluated by LGBTQI+ health specialists nationwide. The subcommittee on Curricular Change is responsible for designing an approach to the assessment and integration of LGBTQI+ health content into existing degree program curricula. This includes the evaluation of LGBTQI+ health content in course text and the development of an evidence-based instrument to assess course content for the inclusion of relevant LGBTQI+ content. This subcommittee has received financial support from the Association of Community Health Nurse Educators for instrument development, has received approval from the Institutional Review Board at Emory University, and is currently conducting a psychometric evaluation of the developed instrument, the “Tool for Assessing LGBTQI+ Health Training”. Ultimately, this committee will be responsible for developing a protocol for overseeing the assessment and integration of content across programs. Finally, the Evaluation subcommittee is responsible for designing and implementing an evaluation system for the JHSON LHI to capture the impact and sustainability of our work.
Funding Information:
The authors gratefully acknowledge financial support from the Maryland Higher Education Commission (NSP II-17-107) and the Nell Hodgson Woodruff School of Nursing. The authors would like to thank the JHSON LHI committee members and specific key personnel, including the JHSON Associate Dean of Faculty Development, Mona Shattell, PhD, RN, FAAN; JHSON Associate Dean of Diversity, Equity, and Inclusion, Gloria Ramsey, JD, RN, FAAN; university wide Office of LGBTQI+ Life director, Demere Woolway; JHMI Center for Transgender Health Clinical Program Director, Paula Neira; Sexual Minorities Program Manager, Jean-Michel Brevelle, from the Maryland Department of Health; and numerous students, staff and faculty subgroups representing each JHSON program of study.
Publisher Copyright:
© 2020 The Authors
PY - 2021/2
Y1 - 2021/2
N2 - Background: Lesbian, gay, bisexual, transgender, queer, and intersex (LGBTQI+) people experience high rates of discrimination in healthcare settings worldwide, which have been linked to poor health outcomes and delays in seeking care. In the United States (US), nurses report a lack of awareness regarding LGBTQI+ health needs and nursing faculty report a lack of knowledge and confidence to teach LGBTQI+ health content to students. On average, baccalaureate nursing programs in the US only cover 2.12 h of LGBTQI+ content over the course of an entire program. This significant nursing education deficit merits timely dissemination of a logic model to guide LGBTQI+ health content integration. Objectives: Johns Hopkins School of Nursing (JHSON) LGBTQI+ Health Initiative (LHI) was established to develop a strategic, innovative response to the gaps in LGBTQI+ health education among faculty and nursing students. Results: The process resulted in a pragmatic interdisciplinary approach to nursing curriculum development focused on the integration of LGBTQI+ health. Specifically, a logic model, including product development, assessment, implementation, and evaluation, was developed to guide JHSON LHI efforts and act as a guide for LGBTQI+ health integration into nursing curricula. Conclusions: Prompt dissemination of the JHSON LHI logic model will expedite process sharing and reduce redundancies among nursing schools pursuing similar initiatives.
AB - Background: Lesbian, gay, bisexual, transgender, queer, and intersex (LGBTQI+) people experience high rates of discrimination in healthcare settings worldwide, which have been linked to poor health outcomes and delays in seeking care. In the United States (US), nurses report a lack of awareness regarding LGBTQI+ health needs and nursing faculty report a lack of knowledge and confidence to teach LGBTQI+ health content to students. On average, baccalaureate nursing programs in the US only cover 2.12 h of LGBTQI+ content over the course of an entire program. This significant nursing education deficit merits timely dissemination of a logic model to guide LGBTQI+ health content integration. Objectives: Johns Hopkins School of Nursing (JHSON) LGBTQI+ Health Initiative (LHI) was established to develop a strategic, innovative response to the gaps in LGBTQI+ health education among faculty and nursing students. Results: The process resulted in a pragmatic interdisciplinary approach to nursing curriculum development focused on the integration of LGBTQI+ health. Specifically, a logic model, including product development, assessment, implementation, and evaluation, was developed to guide JHSON LHI efforts and act as a guide for LGBTQI+ health integration into nursing curricula. Conclusions: Prompt dissemination of the JHSON LHI logic model will expedite process sharing and reduce redundancies among nursing schools pursuing similar initiatives.
KW - Cultural competency
KW - Curriculum
KW - Education
KW - LGBT
KW - LGBTQ
KW - Nursing
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U2 - 10.1016/j.nedt.2020.104698
DO - 10.1016/j.nedt.2020.104698
M3 - Article
C2 - 33341526
AN - SCOPUS:85099520298
SN - 0260-6917
VL - 97
JO - Nurse Education Today
JF - Nurse Education Today
M1 - 104698
ER -