Purpose. The purpose of this quality improvement doctoral project was to implement an educational session at Southwest Behavioral & Health Services (SB&H) in rural Kingman, Arizona. The provider education focused on promoting transformational change in mental health provider awareness through education on health disparities, health related risk factors, interpersonal communication, and cultural sensitivity specific to the lesbian, gay, bisexual, transgender, queer/questioning, intersex, and asexual/allies population (LGBTQIA+).
Background. Influencing the capacity by which healthcare providers are able to provide culturally congruent care have the potential to reduce social bias and promote effective organizational change, thereby supporting more constructive physical, social, and mental health outcomes for the LGBTQIA+ community. This doctor of nursing practice (DNP) quality improvement (QI) project presents evidence-based background information on LGBTQIA+ health disparities and offered a provider-focused educational session on health disparities, cultural sensitivity and guidelines on interpersonal strategies that enhance trust building when working with the LGBTQIA+ population.
Methods. The design for this QI project is descriptive and utilized a pre- and post-survey to evaluate differences in survey responses among clinic staff and providers before and after an educational session. The 20-minute educational session was offered through a recorded PowerPoint presentation delivered through a web-based Zoom platform. The education session focused on LGBTQIA+ health disparities, culturally sensitive care, and interpersonal communication strategies. Demographic data was collected, along with results from pre- and post-surveys. Surveys consisted of a modified lesbian, gay, and bisexual working alliance self-efficacy scale (LGB-WASES) measurement.
Results. The mean score of the LGB-WASES responses for the six SB&H provider and staff participants from pre-educational session to post-educational session increased in both the emotional bonding and goal setting categories of the scale.
Conclusions. The provider-focused LGBTQIA+ education presented in this DNP QI project delivered patient centered cultural awareness at SB&H. Educational knowledge is a crucial element guiding the promotion of LGBTQIA+ centered care.
|Commitee:||Bouchard, Lindsay A., Gallagher, Shawn P.|
|School:||The University of Arizona|
|School Location:||United States -- Arizona|
|Source:||DAI-A 82/6(E), Dissertation Abstracts International|
|Subjects:||Nursing, LGBTQ studies, Medicine|
|Keywords:||Cultural awareness, Cultural competency, LGBTQ, LGBTQIA+, Provider education, Quality improvement|
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