Additional Funding Sources
This project is supported by a 2021-2022 STEM Undergraduate Research Grant from the Higher Education Research Council.
Abstract
When lesbian, gay, bisexual, trans, and queer (LGBTQ+) individuals seek basic care and information, research suggests nurses are often uncomfortable and ill-equipped to address their unique issues and concerns, presenting a barrier for patients to access good healthcare. To address this, a focus group was conducted among undergraduate nursing students to identify knowledge and perspectives on LGBTQ+ healthcare and to provide training on the intersections of gender identity and health, stemming from Participatory Action Research methods. Overall, students were receptive and willing to engage in the conversation about the intersections between gender identity and health. By taking a more facilitative role and hearing where students are at, students take a more active role in their own education, promoting further engagement in classrooms. Through an anthropological approach, a more in-depth and holistic understanding of students’ perspectives and how this can influence their learning at the undergraduate level and in the clinical setting can be achieved.
An Exploration of LGBTQ+ Patients' Needs: A Case Study Among Nursing Students
When lesbian, gay, bisexual, trans, and queer (LGBTQ+) individuals seek basic care and information, research suggests nurses are often uncomfortable and ill-equipped to address their unique issues and concerns, presenting a barrier for patients to access good healthcare. To address this, a focus group was conducted among undergraduate nursing students to identify knowledge and perspectives on LGBTQ+ healthcare and to provide training on the intersections of gender identity and health, stemming from Participatory Action Research methods. Overall, students were receptive and willing to engage in the conversation about the intersections between gender identity and health. By taking a more facilitative role and hearing where students are at, students take a more active role in their own education, promoting further engagement in classrooms. Through an anthropological approach, a more in-depth and holistic understanding of students’ perspectives and how this can influence their learning at the undergraduate level and in the clinical setting can be achieved.