背景:文献表明,女同性恋,同性恋,双性恋,变性人,Intersex,酷儿和盟军(LGBTQIA+)个人在获得和参与医疗服务方面遇到挑战。研究报告说,LGBTQIA+个人经历了耻辱,歧视和卫生工作者在获得医疗保健时的微侵略。有令人信服的证据表明,LGBTQIA+社区面临着不成比例的艾滋病毒感染率,精神健康障碍,药物滥用和其他非传染性疾病。《南非国家艾滋病毒/艾滋病战略计划》,结核病和性传播感染(2023-2028)认识到有必要提供确认LGBTQIA+医疗保健作为国家艾滋病毒/艾滋病应对战略的一部分,该战略植根于以社区为导向的初级医疗保健原则为基础的全面和整体护理。然而,目前的轶事证据表明,南非本科健康科学课程中缺乏LGBTQIA+和关键人群的健康内容。此外,文献显示,普遍缺乏有关LGBTQIA+人群和其他关键人群(如性工作者)的健康需求的卫生工作者培训,注射药物的人(PWID)和与男性发生性关系的人(MSM)。
目的:本协议文件描述了一个项目的设计,旨在促进将与LGBTQIA社区和其他关键人群相关的健康内容纳入夸祖鲁-纳塔尔省本科护理课程,南非。
方法:多方法设计,包括使用多种定性设计和定量方法收集主要和次要数据,将用于生成证据,为共同设计提供信息。测试和扩大策略,以促进将LGBTQIA+和关键人群内容纳入夸祖鲁-纳塔尔省本科护理课程,南非。数据将结合使用便利,来自LGBTQIA+人的目的和雪球采样技术,学术人员,护理本科生和其他重点人群,如MSM,PWID和性工作者。主要数据将通过个人深入访谈收集,在半结构化和结构化数据收集工具的指导下,焦点小组讨论和调查。数据收集和分析将是在各自研究设计的指导下进行的迭代过程。在数据收集和分析期间采用的持续质量改进过程将确保作为本研究总体目标的一部分而扩大的共同设计策略的上下文相关性和可持续性。
结果:拟议的研究是针对最近的背景经验证据而设计的,这些证据强调了LGBTQIA+个体和关键人群在卫生服务提供和获得医疗保健方面所经历的多种健康挑战。这项研究的潜在发现可能适合于促进护士教育,作为改善这些问题的手段之一。
结论:这项研究对南非和全球的护理教育具有潜在的意义,因为它解决了护理学科中的最新问题,因为它涉及本科生为解决LGBTQIA社区和其他关键人群的独特需求和挑战。研究结果还可以提供基线数据,以告知其他健康科学学科的知识转移,这些学科在南非的本科课程中未包括LGBTQIA内容。
背景:
Lesbian, gay, bisexual, transgender, intersex, queer, and allied (LGBTQIA+) individuals encounter challenges with access and engagement with health services. Studies have reported that LGBTQIA+ individuals experience stigma, discrimination, and health workers\' microaggression when accessing health care. Compelling evidence suggests that the LGBTQIA+ community faces disproportionate rates of HIV infection, mental health disorders, substance abuse, and other noncommunicable diseases. The South African National Strategic Plan for HIV or AIDS, tuberculosis, and sexually transmitted infections, 2023-2028 recognizes the need for providing affirming LGBTQIA+ health care as part of the country\'s HIV or AIDS response strategy. However, current anecdotal evidence suggests paucity of LGBTQIA+ and key populations\' health content in the undergraduate health science curricula in South Africa. Moreover, literature reveals a general lack of health worker training regarding the health needs of LGBTQIA+ persons and other key populations such as sex workers, people who inject drugs, and men who have sex with men.
This study aimed to describe the design of a project that aims at facilitating the inclusion of health content related to the LGBTQIA+ community and other key populations in the undergraduate nursing curricula of KwaZulu-Natal, South Africa.
A multimethods design encompassing collection of primary and secondary data using multiple qualitative designs and quantitative approaches will be used to generate evidence that will inform the co-design, testing, and scale-up of strategies to facilitate the inclusion of LGBTQIA+ and key populations content in the undergraduate nursing curricula in KwaZulu-Natal, South Africa. Data will be collected using a combination of convenience, purposive, and snowball sampling techniques from LGBTQIA+ persons; academic staff; undergraduate nursing students; and other key populations. Primary data will be collected through individual in-depth interviews, focus groups discussions, and surveys guided by semistructured and structured data collection tools. Data collection and analysis will be an iterative process guided by the respective research design to be adopted. The continuous quality improvement process to be adopted during data gathering and analysis will ensure contextual relevance and sustainability of the resultant co-designed strategies that are to be scaled up as part of the overarching objective of this study.
The proposed study is designed in response to recent contextual empirical evidence highlighting the multiplicity of health challenges experienced by LGBTQIA+ individuals and key populations in relation to health service delivery and access to health care. The potential findings of the study may be appropriate for contributing to the education of nurses as one of the means to ameliorate these problems. Data collection is anticipated to commence in June 2024.
This research has potential implications for nursing education in South Africa and worldwide as it addresses up-to-date problems in the nursing discipline as it pertains to undergraduate students\' preparedness for addressing the unique needs and challenges of the LGBTQIA+ community and other key populations.
PRR1-10.2196/52250.