INTRODUCTION: Emergency staff members have a unique role in providing episodic care to marginalized populations. The lesbian, gay, bisexual, and transgender (LGBT) community is a marginalized population that is routinely encountered by ED staff. Implicit prejudice may influence emergency staff interactions and contribute to distrust of health care providers by some members of the LGBT community. The purpose of our study is to evaluate aggregate ED health care team member's knowledge and attitudes toward lesbian, gay, bisexual, and transgender people pre- and post-cultural competency training education. METHODS: A pre-/post-intervention design was used to assess the impact of LGBT cultural competency training. The Ally Identity Measure (AIM) was administered to an unmatched sample of ED nurses, nurse practitioners, unit secretaries, and physicians. Consisting of 3 domains- knowledge and skills, openness and support, and awareness of oppression experienced by the LGBT community (Cronbach's alphas of 0.76 to 0.88)-the AIM assessed for aggregate differences among our staff pre- and post-cultural competency training. RESULTS: Pre-survey data revealed 85.3 % (n = 81) of staff had no previous LGBT education specific to the needs of the population. Post-survey data collected between 3 to 5 months after the education intervention demonstrated a total index mean increase of 8.8% (P < 0.001) in the areas of knowledge and skills, openness and support, and awareness of oppression regarding the LGBT community. DISCUSSION: Status post-cultural competency training, the AIM results indicated that our team's collective knowledge about challenges facing the LGBT community increased, and the aggregate scores reflected more openness, support, and awareness of oppression by our staff. This elevated self-awareness and increased knowledge may aid in creating a more open, supportive patient experience for the LGBT community members seeking care at our facility.
INTRODUCTION: Emergency staff members have a unique role in providing episodic care to marginalized populations. The lesbian, gay, bisexual, and transgender (LGBT) community is a marginalized population that is routinely encountered by ED staff. Implicit prejudice may influence emergency staff interactions and contribute to distrust of health care providers by some members of the LGBT community. The purpose of our study is to evaluate aggregate ED health care team member's knowledge and attitudes toward lesbian, gay, bisexual, and transgender people pre- and post-cultural competency training education. METHODS: A pre-/post-intervention design was used to assess the impact of LGBT cultural competency training. The Ally Identity Measure (AIM) was administered to an unmatched sample of ED nurses, nurse practitioners, unit secretaries, and physicians. Consisting of 3 domains- knowledge and skills, openness and support, and awareness of oppression experienced by the LGBT community (Cronbach's alphas of 0.76 to 0.88)-the AIM assessed for aggregate differences among our staff pre- and post-cultural competency training. RESULTS: Pre-survey data revealed 85.3 % (n = 81) of staff had no previous LGBT education specific to the needs of the population. Post-survey data collected between 3 to 5 months after the education intervention demonstrated a total index mean increase of 8.8% (P < 0.001) in the areas of knowledge and skills, openness and support, and awareness of oppression regarding the LGBT community. DISCUSSION: Status post-cultural competency training, the AIM results indicated that our team's collective knowledge about challenges facing the LGBT community increased, and the aggregate scores reflected more openness, support, and awareness of oppression by our staff. This elevated self-awareness and increased knowledge may aid in creating a more open, supportive patient experience for the LGBT community members seeking care at our facility.
Authors: Michelle D Lall; Karl Y Bilimoria; Dave W Lu; Tiannan Zhan; Melissa A Barton; Yue-Yung Hu; Michael S Beeson; James G Adams; Lewis S Nelson; Jill M Baren Journal: JAMA Netw Open Date: 2021-08-02
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Authors: Laura Jadwin-Cakmak; José A Bauermeister; Jacob M Cutler; Jimena Loveluck; Triana Kazaleh Sirdenis; Kathryn B Fessler; Elliot E Popoff; Akilah Benton; Naomi F Pomerantz; Stevi L Gotts Atkins; Teresa Springer; Gary W Harper Journal: J Adolesc Health Date: 2020-04-05 Impact factor: 5.012
Authors: Ruhee Shah; Alessandra Della Porta; Sherman Leung; Margaret Samuels-Kalow; Elizabeth M Schoenfeld; Lynne D Richardson; Michelle P Lin Journal: West J Emerg Med Date: 2021-10-27
Authors: Jorge Medina-Martínez; Carlos Saus-Ortega; María Montserrat Sánchez-Lorente; Eva María Sosa-Palanca; Pedro García-Martínez; María Isabel Mármol-López Journal: Int J Environ Res Public Health Date: 2021-11-10 Impact factor: 3.390
Authors: S T Gleicher; M A Chalmiers; B Aiyanyor; R Jain; N Kotha; K Scott; R S Song; J Tram; C L Vuong; J Kesselheim Journal: BMC Med Educ Date: 2022-09-29 Impact factor: 3.263