探索在物理治疗教育中促进LGBT能力的个人因素
Samantha Mohn-Johnsen, Samantha L Clark, Katelyn Gehling
1Dep. of Physical Therapy, School of Health Professions, The College of St. Scholastica, 940 Woodland Ave., Suite 210, Duluth, MN 55812, USA. ccabelka@css.edu.
医疗保健教育可以提高LGBTQ+能力. 虽然认知灵活性与学生物理治疗师的能力无关, 但对于学生物理治疗师助理来说,
科学领域:
- 医疗保健教育
- 医疗专业
- 对于LGBTQ+健康
背景情况:
- 对于LGBTQ+群体来说,医疗保健的差异源于提供者的耻辱,有限的知识和偏见.
- 教育提高了提供者意识和准备提供合格的护理.
- 在医疗专业的课程中,认知灵活性在LGBTQ+护理能力中的作用仍未得到充分探索.
研究的目的:
- 研究学生理疗师和理疗师助理在照顾LGBTQ+个体方面的认知灵活性与认知能力之间的关系.
- 评估影响LGBTQ+患者护理临床技能的因素.
主要方法:
- 对166名学生物理治疗师 (SPT) 和49名学生物理治疗师助理 (SPTA) 进行了截面调查.
- 参与者填写了匿名问卷,包括人口统计数据,临床技能的女同性恋,双性恋和跨性别发展量表 (LGBT-DOCSS) 和认知灵活性量表 (CFS).
主要成果:
- 在SPT中,认知灵活性和LGBT能力得分之间没有显著的相关性 (P=0.424).
- 在SPTA中观察到认知灵活性与LGBT能力之间存在显著的积极关系 (P<0.001).
- 在SPT (P=0.005) 而不是SPTA (P=0.757) 中,整体LGBT能力得分有显著差异.
结论:
- 正如在SPT中所看到的,知识的获取提高了LGBT能力.
- 医疗专业教育需要增强特定人群的内容来培养LGBT能力.
- 对认知灵活性等非认知因素的进一步研究对于全面了解LGBT护理能力至关重要.
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