Education and practice developments: Addressing the psychosocial concerns and support needs of LGBT+ people

BACKGROUND: There has been recent interest in the unique healthcare needs and concerns of diverse groups from human rights, social inclusion and healthcare access and utilisation perspectives. However, the distinct psychosocial experiences and needs of LGBT+ people remains under-researched. AIMS: The aim of the study was to examine the experiences of people who identify as LGBT+ in relation to their distinct psychosocial support needs. DESIGN: An exploratory qualitative study. SETTINGS: Hospital and community mental health services. PARTICIPANTS: A total of 20 people identifying as LGBT+ who had used mental health services participated in the study. METHODS: Data were collected using individual semi-structured interviews. Participants who consented to take part were recruited to the study and undertook an interview of between 45 and 60 min. RESULTS: Thematic analysis was utilised to systematically highlight the emerging themes within and across the participant interviews. The main themes were: social aspects and help-seeking; concerns around supports; psychological treatment options; and LGBT+ culturally competent services. CONCLUSIONS: The study findings inform the discussion and the implications for nursing practice, education and research are presented

The inclusion of LGBT+ health issues within undergraduate healthcare education and professional training programmes: A systematic review

BACKGROUND: An inclusive health curriculum within undergraduate and continuing professional development programmes (CPD) should include issues related to people whom identify as LGBT+. OBJECTIVES: The aim of this systematic review was to examine the education and training requirements of undergraduate students and health professionals regarding the inclusion of LGBT+ health issues. DESIGN: A systematic review of the available published empirical studies. DATA SOURCES: A systematic literature search was undertaken of the following databases: CINAHL, PubMed, PsycINFO, Embase and Sociological Abstracts. All papers reviewed were from the years 2007 to 2017 and written in English. REVIEW METHODS: Three research questions informing the literature review were: (i) What are the education and training requirements of undergraduate students and health professionals regarding the health needs of LGBT+ people? (ii) What are the approaches utilized in the education and training of undergraduate students and health professionals regarding the health needs of LGBT+ people? (iii) What are the best practice examples of the education and training of undergraduate students and health professionals? Following the application of definitive criteria, 22 papers were included in the review. Quality appraisal and data extraction was undertaken by the two authors. RESULTS: The 22 papers were reviewed in detail in the final data analysis and synthesis where four main themes were identified: (1) Cultural competence and inclusivity. (2) Existing knowledge of LGBT+ health-related issues. (3) Curriculum developments and outcomes. (4) Evidence of best practice in education delivery. CONCLUSION: The review highlights the importance of the inclusion of LGBT+ health-related issues within the health curriculum and continuing professional development programmes and the implications for education and training, clinical practice and research

Proposal to New Jersey Department of Health for Modification of New Employees’ Orientation

This paper is about a program proposal for New Jersey Department of Health to find an alternative way to conduct their orientation training to be appropriate for adult learners, and to meet the four key elements of learning- motivation, reinforcement, retention, and transference. The proposed project will train New Jersey educators how to modify the orientation training using the adult learning principles of Knowles’ Andragogy to help them to design the teaching methodologies that are useful for adults from different educational, cultural and developmental backgrounds. The proposed program will consist of the basic phases of program planning include needs assessment, program outcomes and learning objectives, transfer of learning, program structure, and program evaluation. Two informal and one formal method or strategies for gathering data needs/ideas were designed. One informal and two formal methods or strategies for program evaluation data were also designed to determine the program effectiveness and future direction. The program structure, timeframe and resources were explained in detail. An instructional plan and program budget were developed and included