BMC Nursing, Год журнала: 2024, Номер 23(1)

Опубликована: Дек. 21, 2024

Abstract Background While efforts to improve the educational preparedness of nurses care for lesbian, gay, bisexual, transgender, and queer (LGBTQ +) people have increased, influence role-modeled behaviors by healthcare professionals working with nursing students recent graduates is not well understood. The purpose this study describe observed caring LGBTQ + patients in clinical settings. Methods A cross-sectional, online survey was conducted. Recruitment who had completed one or more rotations were (≤ 2 years) performed through university emails social media. Items included measurement stigmatizing attitudes, behaviors, ability provide inclusive/affirming patients. Open-text items prompted participants behaviors. Data analyzed using descriptive statistics Wilcoxon signed rank sum tests evaluate differences between LGB (lesbian, bisexual) T (transgender gender diverse) subscales. responses thematic analysis identify relevant themes. Results Participants ( N = 73) a low level attitudes toward (M 1.8, SD 0.4), although higher reported 3.0, 0.2; Z -7.254, p < .001). Half that they two professional roles; approximately one-third personally engaged most commonly people. Themes from participants’ examples included: cis-heteronormative bias , non-affirmation chosen name/pronouns outing rejected competency . Conclusions majority described observing Poorer frequency towards point deficits provided particular. Efforts address stigma should be expanded include settings socialization nurses.

Язык: Английский