The inclusion of LGBT+ health issues within undergraduate healthcare education and professional training programmes: A systematic review

Edward McCann*, Michael Brown

*Corresponding author for this work

Research output: Contribution to journalReview articlepeer-review

39 Citations (Scopus)
617 Downloads (Pure)

Abstract

Background: 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 issues. 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 the two 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.

Original languageEnglish
Pages (from-to)204-214
JournalNurse Education Today
Volume64
Early online date26 Feb 2018
DOIs
Publication statusPublished - 01 May 2018

Keywords

  • Allied health
  • Health education
  • Health professionals
  • LGBT+
  • Medicine
  • Nursing
  • Systematic review

ASJC Scopus subject areas

  • Nursing(all)
  • Education

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