LGBTQIA+ invisibility in nursing anatomy/physiology textbooks |
| |
Institution: | 1. Nursing Education, US Department of Veteran Affairs, Office of Academic Affiliations, Washington, DC, 20420, United States of America;2. Emory University, Nell Hodgson Woodruff School of Nursing, Atlanta, GA, United States of America;3. Nurse Practitioner Residency Program-Mental Health, US Department of Veteran Affairs, VA Boston Healthcare System, Brockton, MA, United States of America;4. Associated Health, US Department of Veteran Affairs, Office of Academic Affiliations, Washington, DC, United States of America;5. Office of Academic Affiliations, Department of Veterans Affairs, Washington, DC, United States of America;6. Columbia University Center for Family and Community Medicine, formerly Senior Advisor to Chief Academic Affiliations Officer, US Department of Veteran Affairs, Washington, DC, United States of America |
| |
Abstract: | Members of the LGBTQIA+ experience health disparities that are compounded by providers that lack cultural competence, i.e., the skills, attitudes, and knowledge to offer culturally sensitive care. Educational efforts focus on increasing LGBTQIA+ representation across undergraduate nursing curricula and the recruitment and retention of members of this community into nursing programs. However, the ways that classroom materials represent LGBTQIA+ people can perpetuate social norms rather than accurate scientific understandings, thus limiting students' development of cultural competence while also driving LGBTQIA+ students from nursing. This study performs a content analysis for LGBTQIA+ inclusion in four widely adopted undergraduate nursing anatomy/physiology textbooks. We identify specific social beliefs that exclude LGBTQIA+ people and compare the different ways these manifested in each of the four textbooks. We argue that the way these books represent LGBTQIA+ people violate the fundamental ethical principles of nursing. Based on our findings, we challenge educators to consider the impact that language, images, and other classroom materials have on LGBTQIA+ students and all students' ability to develop cultural competence. |
| |
Keywords: | |
本文献已被 ScienceDirect 等数据库收录! |
|