LGBTQ+ Psychosocial Concerns in Nursing and Midwifery Education Programmes: Qualitative Findings from a Mixed-Methods Study.

Michael Brown,Gráinne Donohue,Edward Mccann,Caroline Hollins Martin,Freda Mccormick

doi:10.3390/ijerph182111366

Abstract

LGBTQ+ people experience significant physical and psychosocial health issues and concerns, and encounter barriers when accessing healthcare services. We conducted a mixed-methods research study across all Schools of Nursing and Midwifery in the United Kingdom and Ireland using a survey and qualitative interviews. This was to identify the current content within nursing and midwifery pre-registration programmes in relation to LGBTQ+ health and to identity best practice and education innovation within these programmes. The survey was completed by 29 academics, with 12 selected to participate in a follow-up in-depth qualitative interview. Analysis of the data from the survey and interviews identified five themes: there is variable programme content; academics are developing their own programmes with no clear consistency; LGBTQ+ health is being linked to equality and diversity; there are barriers to education provision; and these is some evidence of best practice examples. The findings of the study support the need to develop and implement a curriculum for LGBTQ+ health in nursing and midwifery pre-registration programmes with learning aims and outcomes. Academics need support and tools to prepare and deliver LGBTQ+ health content to nurses and midwives as they ultimately have the potential to improve the experiences of LGBTQ+ people when accessing healthcare.

Highlights

The term LGBTQ+ will be used throughout this paper as it is widely accepted and encompasses all sexual and gender identities and groups [1]
Five broad themes emerged from the data analysis and synthesis: (i) variable programme content; (ii) developing programme consistency; (iii) linking LGBTQ+ health to equality and diversity; (iv) barriers to education provision; and (v) best practice examples
There was a willingness by academics to embrace LGBTQ+ health and psychosocial needs and concerns, and the extent to which this was included and embedded in programmes was described as a “seed, yet there remains a gap, a massive gap”

Summary

Introduction

The term LGBTQ+ will be used throughout this paper as it is widely accepted and encompasses all sexual and gender identities and groups [1]. The provision of accessible and appropriate healthcare for all citizens is a global ambition, yet for many communities remains elusive and aspirational [2,3]. Despite these aspirations, health inequalities and significant barriers continue to be a reality for many populations and communities, and impact negatively on their general health and well-being, including biopsychosocial issues and concerns [4,5,6,7,8]. There has been growing attention to the specific health inequalities experienced by many LGBTQ+ people and the barriers that may exist when seeking access to appropriate care and support [9]. A significant number of LGBTQ+ people have reported the negative impact of experiencing minority stress including homophobia, transphobia and biphobia [12]

Objectives

Methods

Results

Discussion

Conclusion