Carlow University, USA
Title: Impact of LGBTQ cultural competency education Registered Nurses(RNs)
Tyler Traster is a Graduate Assistant and is pursuing his Doctorate in Nursing
The health of lesbian, gay, bisexual, transgender, and queer (LGBTQ) people has recently become a national health priority. The National Institute of Health (NIH) declared LGBTQ communities a health disparity population in October of 2016 (NIH, 2016). Many advances in policy (same-sex marriage, visitation rights, etc.) and societal shifts have allowed for increased visibility of this community in our society, but has healthcare and nursing kept up? In 2011, then Secretary of State, Hillary Rodham-Clinton discussed how LGBT rights are human rights and that health advocates, researchers, and practitioners engage in a “more proactive role in bridging health disparity among the “invisible minority” (Lim et al, 2013, p. 198)”. The National Institutes of Health designated the LGBTQ community as a “health disparity population” for research, citing provider knowledge and attitudes as one of the key areas needing further research.Within nursing curricula and research, heterosexual bias still exists that diminishes LGBTQ nursing care. From 2005 to 2009, only eight out of 5,000 nursing articles where published that focused on LGBTQ health issues (Strong & Folse, 2015). The Department of Health and Human Services found that the LGBTQ population is at an increased risk of suicide, depression, HIV infection, sexually transmitted diseases, obesity, and alcohol and drug abuse (Traynor, 2016). What further exacerbates these health disparities is that LGBTQ patients also face minority stress – “stress that is experienced by individuals from stigmatized social categories as a result of inferior social status (Strong & Folse, 2015, p. 45)”. One of the largest barriers to culturally congruent LGBTQ care is the lack of knowledge on LGBTQ people and possible negative attitudes among nurses and providers (Strong & Folse, 2015).The purpose of this study is to establish a baseline understanding of the knowledge and attitude of registered nurses about LGBTQ people as well as measure the impact of a newly designed educational intervention on their knowledge and attitudes. The research questions guiding this project are 1) what is are the existing levels of knowledge and attitude that inpatient registered nurses have about the LGBTQ community and 2) what is the impact newly designed LGBTQ focused educational intervention on inpatient registered nurses’ knowledge and attitudes?