Literaturnachweis - Detailanzeige
| Autor/inn/en | Eberman, Lindsey E.; Rogers, Sean M.; Walen, Daniel R.; Edler Nye, Jessica R.; Nye, Emma; Crossway, Ashley K.; Winkelmann, Zachary K. |
|---|---|
| Titel | Student Educational Experiences Relative to Issues Impacting LGBTQPIA+ Patient Care |
| Quelle | In: Athletic Training Education Journal, 18 (2023) 2, S.93-100 (8 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1947-380X |
| Schlagwörter | Trainers; Athletics; LGBTQ People; Masters Programs; Professional Education; College Graduates; Program Effectiveness; Self Efficacy; Patients; Needs; Allied Health Occupations Education; Individual Characteristics |
| Abstract | Context: Athletic trainers have expressed a lack of knowledge and a desire to learn more about the issues impacting lesbian, gay, bisexual, transgender, queer/questioning, pansexual, intersex, asexual/aromantic/agender, two-spirit, and additional community/identity (LGBTQPIA+) patients, yet little is known about how students are prepared. Objective: The purpose of this study was to explore educational experiences relative to LGBTQPIA+ patient care in Commission on Accreditation of Athletic Training Education-accredited, master's-level professional athletic training programs. Design: Cross-sectional study. Setting: Web-based survey. Participants: Students (N = 333) who were currently enrolled in the last 1 to 2 semesters of their respective programs or had recently graduated from a master's-level professional athletic training program within the last year. Main Outcome Measure(s): The survey asked participants to characterize and evaluate the effectiveness of their learning experiences, then rank their confidence in addressing the needs of LGBTQPIA+ patients. We used additional open-ended responses to characterize effective instructional strategies. Data were analyzed using statistics of central tendency and open-ended responses were inductively coded. Results: Participants reported that their learning experiences about LGBTQPIA+ patient needs were moderately effective for formal (38.2%), informal (42.2%), and clinical education (34.0%). Among the areas where participants reported wishing they had learned more were gender incongruence or dysphoria (39.6%), gender-affirming care (43.5%), and providing inclusive health care forms and documentation (38.4%). Participants reported about 15 6 37 hours (range, 0-500 hours) of time dedicated to LGBTQPIA+ patient issues, although only 23.2% indicated that this was enough time. Participants indicated that they were quite confident in addressing the needs of LGBTQPIA+ patients (mode = 3 ["quite confident"], 33.0%); however, 53.7% of participants were only somewhat, slightly, or not at all confident. In the open-ended responses, participants indicated that informal and clinical education experiences providing authentic interactions with LGBTQPIA+ patients were most meaningful. Conclusions: Professional athletic training programs should incorporate more educational experiences to better prepare students to meet the health care needs of LGBTQPIA+ patients. Participants in our study additionally indicated a strong desire to learn more about equitable patient care (As Provided). |
| Anmerkungen | National Athletic Trainers' Association. 2952 Stemmons Freeway Suite 200, Dallas, TX 75247. Tel: 214-637-6282; Fax: 214-637-2206; e-mail: ATEdJournal@gmail.com; Web site: https://meridian.allenpress.com/atej |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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