Integrating Sexual Minority Health Issues into a Health Assessment Class

• Published in: Journal of professional nursing 2015-11, Vol.31 (6), p.498-507
• Main Authors: Bosse, Jordon D., Nesteby, J. Aleah, Randall, Carla E.
• Format: Article
• Language: English
• Subjects: Assessment; Bisexuals; Classrooms; Clinical guidelines; Clinical nursing; College faculty; Continuing education; Cultural Competency; Curricula; Curriculum; Curriculum content; Education, Nursing, Baccalaureate; Female; Guidance; Health assessment; Health education; Health needs; Health professional-Patient communication; Health promotion; Health risks; Homosexuals; Humans; Identity; LGBT persons; LGBTQ studies; Male; Medical examinations; Minority Groups; Nurse-Patient communication; Nurses; Nursing; Nursing education; Physical Examination - methods; Physical examinations; Preceptors; Professional development; Professors; Risk assessment; Risk Factors; Sexual and Gender Minorities; Sexual Behavior; Sexual orientation; Students, Nursing; Transsexuality; Undergraduate nursing
• ISSN: 8755-7223; 1532-8481
• DOI: 10.1016/j.profnurs.2015.04.007

The health needs of the lesbian, gay, bisexual, and transgender (LGBT) population are traditionally overlooked by the health care community and are rendered invisible by most nursing school curricula. Initial contact with a nurse during a health history and assessment can have an impact on whether the person will feel comfortable disclosing his or her identity, returning for services, or following plans of care. Because the first interaction with a nurse can be critical, the health assessment course is an appropriate place in the curriculum to discuss the needs of the LGBT community. This article includes a discussion of unique health risks to the LGBT population, benefits, and challenges of incorporating these issues into the classroom and recommendations for including the care of this population into a health assessment nursing course. Specific communication techniques are provided that may be helpful during history taking and physical examination with a patient who is LGBT. Guidance regarding physical examination of the transgender patient is also included. These suggestions will be helpful to nurse faculty who teach health assessment, nursing students, educators who design and implement professional development and continuing education for established nurses, preceptors in the clinical setting, and any nurse who is unfamiliar with the needs and concerns specific to the LGBT population. •Lesbian, gay, bisexual and transgender (LGBT) individuals have unique health needs.•Nursing education often fails to include LGBT-specific content in the curriculum.•The health assessment course is an appropriate place to begin including LGBT material.•Key history-taking questions and physical examination instructions are provided.•Future nurses must be equipped with knowledge and skills to work with LGBT people.