Document Type

Capstone

Associated Faculty

Dr. Valerie Herbert

Sponsoring Academic Department

School of Nursing

Publication Date

2023

Abstract/ Summary

Approximately 13% of people giving birth in the United States identify as LGBTQ+ (lesbian, gay, bisexual, transgender, queer/questioning, or other). When seeking obstetric and gynecological (OB/GYN) care, this population may feel uncomfortable, may refrain from disclosing their LGBTQ+ identity, or may forgo healthcare altogether. Healthcare workers in OB/GYN units often do not receive adequate training regarding providing culturally competent care for clients who are LGBTQ+. These authors ask: Does providing LGBTQ+ education and training for healthcare workers improve their knowledge, skills, and confidence in their ability to provide culturally competent care to LGBTQ+ clients in OB/GYN units, when compared to not providing this education and training? We utilized the CINAHL and PubMed databases to conduct our literature search and used the following search terms from 2018-present: lgb*, lesbian, gay, homosexual, bisexual, transgender, queer, sexual minority, labor and delivery, obstetrics, birth, nurs*, training, education, development, learning, yielding 97 articles. Eleven articles were selected for review based upon topic relevance. The literature review revealed that providing mixed-modality education and training regarding LGBTQ+ definitions, health disparities, and care delivery was the most effective method for increasing healthcare workers’ knowledge, skills, and confidence in their ability to provide high quality, culturally competent care for LGBTQ+ clients. There is a need for additional research regarding whether this can actually lead to improved satisfaction and health outcomes for LGBTQ+ clients. We recommend the creation of an evidence-based curriculum on LGBTQ+ care to be required for educators, nursing students, and healthcare organizations.

Version

other

Download

Share