Nursing students' perceptions of teaching health care to LGBTQIA+ people
DOI:
https://doi.org/10.15253/2175-6783.20232483198Keywords:
Nursing; Students, Nursing; Teaching; Sexual and Gender Minorities.Abstract
Objective: to analyze nursing students' perceptions about their professional training for health care of LGBTQIA+ people. Methods: qualitative study, conducted with 19 nursing students through semi-structured interviews. Data were processed and worked through lexical analysis using IRaMuTeQ® software. Results: the textual corpus gave rise to two categories: professional nursing training on health of LGBTQIA+ people (subdivided into: curricular spaces addressing health of LGBTQIA+ people and Formative deficits for health care of LGBTQIA+ people) and Extracurricular spaces of professional training on health of LGBTQIA+ people (subdivided into: informal and extracurricular learning on health of LGBTQIA+ people and Work context and autonomy in learning about LGBTQIA+ health). Conclusion: addressing the health of LGBTQIA+ people in the training of nurses needs to expand beyond specific classes, which demands the creation of spaces within the curricular matrices that address the specificities required by this population, without, however, relegating them to extracurricular activities. Contributions to practice: problematization of the training of nurses for the health care of LGBTQIA+ people.
References
Senado Federal (BR). Constituição da República Federativa do Brasil. Brasília: Senado Federal; 1988.
Paulino DB, Rasera EF, Teixeira FB. Discourses on the healthcare of lesbian, gay, bissexual, and transgender (LGBT) people adopted by doctors working in Brazil’s Family Health Strategy. Interface Com Saúde Educ. 2019;23:e180279. doi: https://doi.org/10.1590/Interface.180279
Santos JS, Silva RN, Ferreira MA. Health of the LGBTI+ population in primary health care and the insertion of nursing. Esc Anna Nery. 2019;23(4):e20190162. doi: https://dx.doi.org/10.1590/2177-9465-EAN-2019-0162
Ministério da Saúde (BR). Portaria nº 2.836, de 1º de dezembro de 2011. Institui, no âmbito do Sistema Único de Saúde (SUS), a Política Nacional de Saúde Integral de Lésbicas, Gays, Bissexuais, Travestis e Transexuais. Brasília: Ministério da Saúde; 2011.
Quinn GP, Alpert AB, Sutter M, Schabath MB. What oncologists should know about treating sexual and gender minority patients with cancer. J Oncol Pract. 2020;16(6):309-16. doi: https://doi.org/10.1200/op.20.00036
Bordiano G, Liberal SP, Lovisi GM, Abelha L. COVID-19, social vulnerability and mental health of LGBTQIA+ populations. Cad Saúde Pública. 2021;37(3):e00287220. doi: https://dx.doi.org/10.1590/0102-311X00287220
Francisco LCF, Barros AC, Pacheco M, Nardi AE, Alves V. Anxiety in sexual and gender minorities: an integrative review. J Bras Psiquiatr. 2020;69(1):48-56. doi: https://dx.doi.org/10.1590/0047-2085000000255
Di Giacomo E, Krausz M, Colmegna F, Aspesi F, Clerici M. Estimating the risk of attempted suicide among sexual minority youths. JAMA Pediatr. 2018;172(12):1145-52. doi: https://doi.org/10.1001/jamapediatrics.2018.2731
Costa CMA, Matta TF, Santos Junior EC, Araujo LM, Martins ERC, Spíndola T. Saberes e práticas de alunos de enfermagem na atenção à saúde das minorias sexuais. Global Academic Nurs J. 2020;1(3):e42. doi: https://dx.doi.org/10.5935/2675-5602.20200042
Melo LS, Bonelli MA, Ayres JRCM, Silva GWS, Borges FA, Wernet M. Nurses and health care for gay adolescents. Rev Latino-Am Enfermagem. 2022;30(spe):e3793. doi: https://dx.doi.org/10.1590/1518-8345.6293.3793
Moura CO, Silva ÍR, Silva TP, Santos KA, Crespo MCA, Silva MM. Methodological path to reach the degree of saturation in qualitative research: grounded theory. Rev Bras Enferm. 2022;75(2):e20201379. doi: https://doi.org/10.1590/0034-7167-2020-1379
Sousa YSO, Gondim SMG, Carias IA, Batista JS, Machado KCM. The use of the IRAMUTEQ software in the interview data analysis. Pesq Prat Psic [Internet]. 2020 [cited Jan 10, 2023];15(2):e3283. Available from: http://www.seer.ufsj.edu.br/revista_ppp/article/view/e3283/2355
Tomicic A, Berardi F. Between past and present: the sociopsychological constructs of colonialism, coloniality and postcolonialism. Integr Psychol Behav Sci. 2018;52(1):152-75. doi: https://doi.org/10.1007/s12124-017-9407-5
Nogueira IS, Labegalini CMG, Pereira KFR, Higarashi IH, Bueno SMV, Baldissera VDA. Action research about human sexuality: a freirian approach in nursing. Cogitare Enferm. 2017;22(1):1-10. doi: http://dx.doi.org/10.5380/ce.v22i1.46281
Garcia IM, Borges TAP, Pimentel RRS, Vannuchi MTO. Perception of nursing counsel in the construction of its knowledge in the context of the active methodology. Rev Eletr Acervo Saúde. 2018;11(2):e127. doi: https://doi.org/10.25248/reas.e127.2019
Bezerra MVR, Moreno CA, Prado NMBL, Santos AM. LGBT health policy and its invisibility in public health publication. Saúde Debate. 2019;43(spe8):305-23. doi: https://doi.org/10.1590/0103-11042019S822
Negreiros FRN, Ferreira BO, Freitas DN, Pedrosa JIS, Nascimento EF. Health of lesbian, gays, bisexuals, transvestites and transsexuals: from medical training to professional activities. Rev Bras Educ Med. 2019;43(1):23-31. doi: https://dx.doi.org/10.1590/1981-52712015v43n1RB20180075
Oliveira PM, Aquilante AG, Moretti-Pires RO, Sampaio SF. Gender, sexuality and medical education: experiences in a federal school that uses active learning methodologies. Rev Bras Educ Med. 2021;45(4):e227. doi: https://doi.org/10.1590/1981-5271v45.4-20200219.ING
Cavalcante ASP, Vasconcelos MIO, Lira GV, Henriques RLM, Albuquerque INM, Maciel GP, et al. The academic leagues in the health area: knowledge gaps from the Brazilian scientific production. Rev Bras Educ Med. 2018;42(1):199-206. doi: https://dx.doi.org/10.1590/1981-52712018v42n1RB20170081
Mendes TMC, Bezerra HS, Carvalho YM, Silva LG, Souza CMCL, Andrade FB. Education-service-community interaction in Brazil and the opinion of actors of practice settings: an integrative review. Rev Ciênc Plural. 2018;4(1):98-116. doi: https://dx.doi.org/10.21680/2446-7286.2018v4n1id14283
Macedo KDS, Acosta BS, Silva EB, Souza NS, Beck CLC, Silva KKD. Active learning methodologies: possible paths to innovation in health teaching. Esc Anna Nery. 2018;22(3):e20170435. doi: https://doi.org/10.1590/2177-9465-EAN-2017-0435
