Evaluation of an LGBTQ Cultural Sensitivity Presentation for Student Registered Nurse Anesthetists
Date
2022
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Abstract
The lesbian, gay, bisexual, transgender, and queer or questioning (LGBTQ) population is a growing, diverse group. The LGBTQ population is at risk for encountering discrimination, stigma, and uneducated and insensitive providers when seeking healthcare, which may potentiate health disparities and negative experiences in the healthcare setting. Research shows the educational curriculum for emerging healthcare providers displays an inadequate and inconsistent inclusion of LGBTQ-related content. However, when LGBTQ-focused educational interventions are incorporated into health profession programs, they are positively received and increase student knowledge regarding the subject. This quality improvement project addressed the lack of LGBTQ-specific content in nurse anesthesia school curriculum to adequately fulfill the multicultural healthcare standards for accreditation. This project implemented a virtual 60-minute LGBTQ Cultural Sensitivity Presentation to two cohorts of student registered nurse anesthetists (SRNAs) to impact their knowledge base regarding the provision of culturally sensitive, evidence-based perioperative care for individuals who identify as LGBTQ. Statistical analysis of pre- and posttests compared score differences to assess for knowledge and perception change and/or retention and utilized Pearson Correlation (r) test to assess if a relationship exists between students’ knowledge and perceptions. Low participation yielded results that were not statistically significant and lacked correlation between knowledge and perception change but were suggestive of promising knowledge and perception change and retention. Overall, the presentation was positively received by students. This study’s evaluation can serve as evidence-based recommendations on the inclusion of LGBTQ cultural sensitivity education in nurse anesthesia curriculum.
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Keywords
LGBTQ, cultural sensitivity, nurse anesthesia, curriculum, quality improvement