Lesbian, gay, bisexual, transgender, and intersex content in nursing education programmes: a mixed method systematic review
| dc.contributor.advisor | Van Jaarsveldt, Deirdre Elizabeth | en_ZA |
| dc.contributor.advisor | Fichardt, Anna Elizabeth | en_ZA |
| dc.contributor.author | Coetzee, Tyrone Brett | en_ZA |
| dc.date.accessioned | 2024-03-18T07:32:18Z | |
| dc.date.available | 2024-03-18T07:32:18Z | |
| dc.date.issued | 2023 | en_ZA |
| dc.description | Dissertation (M.Soc.Sc. (Nursing))--University of the Free State, 2021 | en_ZA |
| dc.description.abstract | 𝗜𝗻𝘁𝗿𝗼𝗱𝘂𝗰𝘁𝗶𝗼𝗻: A prevailing heteronormative approach observed within nursing programmes could perpetuate non-inclusive attitudes amongst nurses. A paucity of published evidence indicated the need to undertake a comprehensive synthesis of evidence regarding LGBTI content in nursing programmes. 𝗣𝘂𝗿𝗽𝗼𝘀𝗲: This MMSR set out to critically synthesise existing evidence in the literature on LGBTI content in nursing programmes in order investigate what evidence exists in the literature on LGBTI content in nursing programmes. The MMSR is provided an updated and comprehensive insight into the presence/inclusion of literature which covers LGBTI-related content in nursing education programmes. 𝗠𝗲𝘁𝗵𝗼𝗱𝘀: A mixed method systematic review, conducted according to Joanna Briggs Institute (JBI) Manual for Evidence Synthesis Preferred Reporting Items for Systematic Reviews and Meta-Analyses using the (PRISMA) guidelines, guided the review process. The MMSR followed systematic approach to the search and selection of literature. Data sources were identified within EbscoHost Web, Scopus and Google Scholar. A convergent integrated approach for data integration and synthesis was followed. Data were extracted with the use of two standardised data extraction tools. Through inductive reasoning and MMSR processes of thematic analysis, data transformation, data integration and data synthesis of information from qualitative, quantitative, and mixed method studies. The main search identified 316 publications (n=316) resulting in ten (n=10) articles for quality appraisal. Data of nine (n=9) articles included in this review were extracted. A thematic analysis (manually performed) aided in identification of recurrent themes. 𝗥𝗲𝘀𝘂𝗹𝘁𝘀: LGBTI content in nursing programmes were found to be present but lacking specificity and relevance. The context in which the included studies were conducted linked several social and health related LGBTI aspects, regardless of location. However, location and local belief system dictated extremes to which LGBTI inclusivity was practiced. The review findings further elaborate that curricular revision is necessary in the advancement of social justice, to overcome challenges and barriers to LGBTI inclusion. 𝗖𝗼𝗻𝗰𝗹𝘂𝘀𝗶𝗼𝗻𝘀 𝗮𝗻𝗱 𝗥𝗲𝗰𝗼𝗺𝗺𝗲𝗻𝗱𝗮𝘁𝗶𝗼𝗻𝘀: In nursing education, a prevailing heteronormative approach creates large gaps in cultural and clinical competencies regarding LGBTI health issues. The concepts of inclusivity, representation, respect, and recognition, according to the review findings, LGBTI content should be included in teaching and learning offerings provide new foci and understandings within the LGBTI research area. Education on LGBTI health disparities could foster a keen appreciation of the impact of stigma and discrimination experienced by LGBTI persons. To advance a social justice agenda for marginalised and vulnerable populations, LGBTI health-related content in nursing education and healthcare service delivery programmes could enrich and supplement content currently presented. | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11660/12469 | |
| dc.language.iso | en | |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.title | Lesbian, gay, bisexual, transgender, and intersex content in nursing education programmes: a mixed method systematic review | en_ZA |
| dc.type | Dissertation |