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dc.contributor.authorMC CANN, EDWARDen
dc.date.accessioned2018-02-27T11:38:38Z
dc.date.available2018-02-27T11:38:38Z
dc.date.issued2018en
dc.date.submitted2018en
dc.identifier.citationMcCann, E. & Brown, M., The inclusion of LGBT+ health issues within undergraduate healthcare education and professional training programmes: A systematic review, Nurse Education Today, 64, 2018, 204 - 214en
dc.identifier.otherYen
dc.identifier.urihttp://hdl.handle.net/2262/82590
dc.descriptionPUBLISHEDen
dc.description.abstractBackground: 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. 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 two of the 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.en
dc.format.extent204en
dc.format.extent214en
dc.language.isoenen
dc.relation.ispartofseriesNurse Education Todayen
dc.relation.ispartofseries64en
dc.rightsYen
dc.subjectLGBT+, health education, health professionals, systematic review, medicine, nursing, allied healthen
dc.subject.lcshLGBT, health education, health professionals, systematic review, medicine, nursing, allied healthen
dc.titleThe inclusion of LGBT+ health issues within undergraduate healthcare education and professional training programmes: A systematic reviewen
dc.typeJournal Articleen
dc.type.supercollectionscholarly_publicationsen
dc.type.supercollectionrefereed_publicationsen
dc.identifier.peoplefinderurlhttp://people.tcd.ie/mccanneden
dc.identifier.rssinternalid184428en
dc.identifier.doihttps://doi.org/10.1016/j.nedt.2018.02.028en
dc.rights.ecaccessrightsopenAccess
dc.subject.TCDThemeInclusive Societyen
dc.subject.TCDTagEducation and trainingen
dc.subject.TCDTagInterprofessional Education in Healthcareen
dc.subject.TCDTagLGBTen
dc.subject.TCDTagLGBT+en
dc.subject.TCDTagLGBTIen
dc.subject.TCDTagNURSING EDUCATIONen
dc.subject.TCDTagSexuality and sexual healthen
dc.subject.TCDTagTransgenderen
dc.status.accessibleNen


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