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LGBTQIA+ cultural competency in healthcare education programs: A scoping review
Ms Allison Kuney1, Mrs Danielle Noble1, Dr Michelle Stubbs1
1School of Nursing and Midwifery, University of Newcastle, Australia.
Aim/Objective:
To explore and summarise existing literature concerning strategies for increasing LGBTQIA+ cultural and clinical competency in healthcare education programs.
Background:
Cultural and systemic changes in countries are needed to address the pervasive health disparities facing the LGBTQIA+ population. Understanding current global LGBTQIA+ content in education programs is pivotal for informing future curriculum development and producing culturally competent clinicians who can then undertake the creation clinical competency standards.
Design:
A scoping review.
Methods:
CINAHL, Ovid, Clinical key, Medline and PubMed were searched between October 2023 and August 2024. The review followed the JBI critical appraisal tools and methodological approach to scoping reviews.
Results:
Twenty-five papers met eligibility criteria. Four themes emerged: (i) Significant Gains in Knowledge and Cultural Competency through LGBTQIA+ Training, (ii) Identified Gaps and the Need for Standardisation in LGBTQIA+ Healthcare Education (iii) The Role of Faculty Development and Community Engagement in Effective LGBTQIA+ Curriculum Integration and (iv) Addressing Intersecting Identities and Health Disparities for LGBTQIA+ Populations.
Conclusion:
The presence of gaps in training, particularly concerning gender identity and intersectionality, highlights the need for standardised curricula and faculty development.
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