Katherine Kortes-Miller1,2, Kimberley Wilson3, Arne Stinchcombe4,5. 1. a School of Social Work , Lakehead University , Thunder Bay , ON , Canada. 2. b Centre for Education and Research on Aging and Health (CERAH) , Lakehead University , Thunder Bay , ON , Canada. 3. c Department of Family Relations and Applied Nutrition , University of Guelph , Guelph , ON , Canada. 4. d Faculty of Human Sciences , Saint Paul University (Ottawa) , Ottawa , ON , Canada. 5. e School of Psychology , University of Ottawa , Ottawa , ON , Canada.
Abstract
OBJECTIVES: Educational interventions have the potential to equip healthcare providers to support diverse aging populations. The purpose of this research was to identify educational gaps hindering the provision of person-centered care to older adults who identify as LGBT. METHODS: Three focus groups were conducted in urban centers in northern, southern, and eastern Ontario with healthcare professionals and frontline staff. Semi-structured focus group discussion guides were developed based on the literature identifying some of the knowledge gaps, attitudes, challenges, and barriers around providing care for older LGBT adults. RESULTS: The focus group data revealed several key findings related to 1) lack of curricula within formal education; 2) the need to create safer physical and social environments; and 3) the need to build relationships with LGBT-focused groups/organizations. CONCLUSIONS: Care providers want to provide open space for sexual and gender diverse older adults but lack the knowledge to do so. CLINICAL IMPLICATIONS: There is an ongoing gap within formal education systems such that historically marginalized populations who are now aging may be systemically neglected within formal curricula.
OBJECTIVES: Educational interventions have the potential to equip healthcare providers to support diverse aging populations. The purpose of this research was to identify educational gaps hindering the provision of person-centered care to older adults who identify as LGBT. METHODS: Three focus groups were conducted in urban centers in northern, southern, and eastern Ontario with healthcare professionals and frontline staff. Semi-structured focus group discussion guides were developed based on the literature identifying some of the knowledge gaps, attitudes, challenges, and barriers around providing care for older LGBT adults. RESULTS: The focus group data revealed several key findings related to 1) lack of curricula within formal education; 2) the need to create safer physical and social environments; and 3) the need to build relationships with LGBT-focused groups/organizations. CONCLUSIONS: Care providers want to provide open space for sexual and gender diverse older adults but lack the knowledge to do so. CLINICAL IMPLICATIONS: There is an ongoing gap within formal education systems such that historically marginalized populations who are now aging may be systemically neglected within formal curricula.