LGBTQ Identity, Nursing Education, and Culturally Safe Care: Suggestions for Educators
AUTHORS
Tracey Rickards, Faculty of Nursing, University of New Brunswick, Fredericton, NB, Canada
ABSTRACT
Fifty years have passed since the Stonewall uprising in New York City, signalling the beginning of the modern gay rights movement. Nursing and schools of nursing have a long history of heteronormativity, despite the profession being populated by women who were either members of a religious affiliation or lesbians in hiding. This article explores the historical background of nursing as a profession, the provision of healthcare to LGBTQ individuals, what educators need to include in curriculum, and finally several suggestions are provided for educators wondering how to introduce the content.
KEYWORDS
Nursing education, LGBTQ patients, Nursing students, Providers
REFERENCES
[1] Field N., “They’ve lost that wounded look: Stonewall and the struggle for LGBT+ rights,” Critical and Radical Social Work, vol.6, no.1, pp.35-50, (2018) DOI:10.1332/204986018X15199226335132 (CrossRef)(Google Scholar)
[2] M. Foucault, “The history of sexuality,” vol.1, An Introduction, New York, NY: Vintage Press
[3] L. Zak-Hunter, L. E. Marshall, A. L. Arnold, S. Consiglio, J. Gale, C. Liddy, and D. P. Magwitz-Greyson, “Finding our voices in the face of dominant discourse: A closer look at gendered roles’ impact on student clinicians,” Journal of Feminist Family Therapy, vol.22, pp.187-202, (2010) DOI: 10.1080/08952833.2010.499701(CrossRef)(Google Scholar)
[4] M. Eliason, “The gender binary in nursing,” Nursing Inquiry, vol.24, (2017) DOI: 10.1111/nin.12176(CrossRef)(Google Scholar)
[5] G. Röndahl, “Students’ inadequate knowledge about lesbian, gay, bisexual and transgender persons,” International Journal of Nursing Education Scholarship, vol.6, Article no.11, (2009) DOI:10.2202/1548-923X.1718(CrossRef)(Google Scholar)
[6] T.Wilton, “Sexualities in health and social care - A textbook,” Philadelphia, PA: Open University Press, (2000)
[7] G. Yep, “The violence of heteronormativity in communication studies: Notes on injury, healing, and queer world-making,” Journal of Homosexuality, vol.45, pp.11-59, (2003)
[8] F. A. Lim, M. Johnson, and M. Eliason, “A national survey of faculty knowledge, experience, and readiness for teaching lesbian, gay, bisexual, and transgender health in baccalaureate nursing programs,” Nursing Education Perspectives, vol.36, pp.144-152, (2015) DOI: 10.5480/14-1355(CrossRef)(Google Scholar)
[9] S. Morrison and S. Dinkel, “Heterosexism in health care: A concept analysis,” Nursing Forum, vol.47, pp.123-130, (2012) DOI: 10.1111/j.1744-6198.2011.00243.x(CrossRef)(Google Scholar)
[10] T. Rickards, and D. McLeod, “Authenticating family: A grounded theory explaining the process of re/claiming legitimacy by lesbian stepfamilies,” The Family Journal: Counseling and Therapy for Couples and Families, vol.24, pp.122-131, (2016) DOI:10.1177/1066480716628583(CrossRef)(Google Scholar)
[11] G. Röndahl, S. Innala, and M. Carlsson, “Heterosexual assumptions in verbal and non-verbal communication in nursing,” Journal of Advanced Nursing, vol.56, pp.373-381, (2006) DOI:10.1111/j.1365-2648.2006.04.18.x (CrossRef)(Google Scholar)
[12] K. Rossman, P. Salamanca, and K. Macapagal, “The doctor said I didn’t look gay!: Young adults’ experiences of disclosure and nondisclosure of LGBTQ identity to health care providers,” Journal of Homosexuality, vol.64, pp.1390-1410, (2017) DOI: 10.1080/00918369.2017.1321379(CrossRef)(Google Scholar)
[13] B. L. Beagan, E. Fredericks, and L. Goldberg, “Nurses’ work with LGBTQ patients: “They’re just like everybody else, so what’s the difference?”,” Canadian Journal of Nursing Research, vol.44, pp.44-63, (2012)
[14] M. Eliason, S. Dibble, and J. DeJoseph, “Nursing’s silence on lesbian, gay, bisexual, and transgender issues: The need for emancipatory efforts,” Advances in Nursing Science, vol.33, pp.206-218, (2010) DOI: 10.1097/ANS.0b013e3181e63e49(CrossRef)(Google Scholar)
[15] M. R. Bleich, B. R. MacWilliams, and B. J. Schmidt, “Advancing diversity through inclusive excellence in nursing education,” Journal of Professional Nursing, vol.31, pp.89-94, (2015) DOI: 10.1016/j.profnurs.2014.09.003(CrossRef)(Google Scholar)
[16] H. M. Braun, D. Ramirez, G. J. Zahner, E. M. Gillis-Buck, H. Sheriff, and M. Ferrone, “The LGBTQI health forum: An innovative interprofessional initiative to support curriculum reform,” Medical Education Online, vol.22, (2017) DOI: 10.1080/10872981.2017.1306419(CrossRef)(Google Scholar)
[17] M. Caboral-Stevens, M. Rasoria-Sim, and K. Lovence, “Cultural competence in nursing faculty of the LGBT population,” International Journal of Nursing & Care, vol.2, (2018)
[18] A. Daley, and J. A. MacDonnell, “‘That would have been beneficial’: LGBTQ education for home-care service providers,” Health and Social Care in the Community, vol.23, pp.282-291, (2015) DOI: 10.1111/hsc.12141(CrossRef)(Google Scholar)
[19] C. Echezona-Johnson, “Evaluation of lesbian, gay, bisexual, and transgender knowledge in basic obstetrical nursing education,” Nursing Education Perspectives Online, vol.38, pp.138-142, (2017) DOI: 10.1097/01.NEP. 0000000000000136(CrossRef)(Google Scholar)
[20] P. S. Smith, “Cultural safety in nursing education: Increasing care for LGBT individuals,” Unpublished master’s thesis, Washington State University, Spokane, WA, (2010)
[21] C. Randall, and M. Eliason, “Out lesbians in nursing: What would Florence say?” Journal of Lesbian Studies, vol.16, pp.65-75, (2012) DOI:10.1080/10894160.2011.557644(CrossRef)(Google Scholar)
[22] J. Turner, “Sexual orientation and gender identity in nursing,” Minority Nurse, June, Retrieved from https://minoritynurse.com/sexual-orientation-and-gender-identity-in-nursing, (2014)
[23] E. B. Vasas, “Examining the margins: A concept analysis of marginalization,” Advances in Nursing Science, vol.28, pp.194-202, (2005)
[24] J. M. Hall, P. E. Stevens, and A. I. Meleis, “Marginalization: A guiding concept for valuing diversity in nursing knowledge development,” Advances in Nursing Science, vol.16, pp.23-41
[25] J. M. Lynam and S. Cowley, “Understanding marginalization as a social determinant of health,” Critical Public Health, vol.17, pp.137-149, (2007)
[26] P. Bourdieu, A. Accardo, G. Balacs, S. Beaud, F. Bonvin, and E. Bourdieu, “The weight of the world: Social suffering in contemporary society,” Cambridge: Policy Press
[27] T. Leonard, “Exploring diversity in nursing education: Research findings,” Journal of Cultural Diversity, vol.13, pp.87-94, (2006)
[28] S. Snowdon, “Recommendations for enhancing the climate for LGBT students and employees in health professional schools: A GLMA white paper,” Washington, DC: GLMA, (2013)
[29] F. Hart-Wasekeesikaw, “Cultural competence and cultural safety in nursing education: A framework for first nation, inuit, and metis nursing,” Ottawa, ON: Aboriginal Nurses Association of Canada Retrieved from: https://www.cna-aiic.ca/~/media/cna/page-content/pdf-en/first_nations_framework_e.pdf, (2009)
[30] A. T. Maruca, D. A. Diaz, C. Stockman, and L. Gonzalez, “Using simulation with nursing students to promote affirmative practice toward the lesbian, gay, bisexual, and transgender population: A multisite study,” Nursing Education Perspectives, vol.39, pp.225-229, (2018) DOI:10.1097/01.NEP. 000000000000302(CrossRef)(Google Scholar)
[31] L. Pearce, “Making nurse education LGBT-friendly,” Nursing Standard, vol.31, pp.23-24, (2017)
[32] E. M. Saewyc, “Respecting variations in embodiment as well as gender: Beyond the presumed ‘binary’ of sex,” Nursing Inquiry, vol.24, (2017) DOI: 10.1111/nin.12184(CrossRef)(Google Scholar)