Date of Conferral
Doctor of Nursing Practice (DNP)
The majority of health care professionals do not feel confident or competent to adequately care for a lesbian, gay, bisexual, transgender, and queer (LGBTQ) patient. Research has identified a link between poor preparedness of the provider/staff and poor patient outcomes. The purpose of this study was to evaluate the effectiveness of an in-person staff education module about providing culturally competent care to LGBTQ patients. The study focused on providers’ attitudes, preparedness, and confidence in caring for a LGBTQ patient. The Iowa and Kirkpatrick models were utilized to ground and evaluate the study. This study was a one-group pre- and posttest intervention using a quasi-experimental design to evaluate the attitudes and confidence of providers regarding culturally competent care of the LGBTQ patient before and after completing an educational module on caring for the LGBTQ community. Participants were recruited through personal invitation. Participants comprised a convenience sample of 13 heterosexuals and 2 LGBTQ subjects. Participants were given a pre-and post-intervention Lesbian, Gay, Bisexual, and Transgender Development of Clinical Skills Scale (LGBT-DOCSS). A paired sample t test was used to analyze the data resulting in a 2-tailed p-value of 0.000. The results were a significant improvement in participant scores on the LGBT-DOCSS post intervention. Also, an increase in the mean score from pre- (52.6) to posttest (90.2) was noted. This effective educational module promotes positive social change by increasing confidence and competence in providers and staff when caring for a LGBTQ patient, thus increasing quality of care.
Jacoby, Victoria, "Increasing Culturally Competent Care of LGBTQ Patients by Providing Staff Education" (2020). Walden Dissertations and Doctoral Studies. 8548.