AI Article Synopsis
- * The research identified four main themes regarding the experiences of JHS nurses working with LGBTQ+ students, focusing on their professional identity, recognition of diversity, family acceptance, and their role as caregivers.
- * To better support LGBTQ+ students, it is crucial to include information on sexual and gender diversity in nursing education, provide evidence-based resources, and ensure schools are safe environments for these students.
Article Abstract
LBGTQ+ students often miss the support and information they need in the school nursing, but little is known about junior high school (JHS) nurses' work with LGBTQ+ students. 15 JHS nurses were interviewed in focus groups about their perceptions of supporting LGBTQ+ students. Four interconnected themes were identified with inductive thematic analysis: (1) JHS nurses' professional identity and practice; (2) Recognition of sexual and gender diversity in school; (3) Family acceptance process; and (4) LGBTQ+ students as school nursing clients. JHS nurses self-identified as accepting professionals, but having limited skills, knowledge, and education needed in supporting LGBTQ+ students. Supporting LGBTQ+ students is a complex phenomenon, and to enhance JHS nurses' competence in providing care for these students, sexual and gender diversity needs to be included in evidence-based nursing information sources, covered in nursing education, and the school needs to be secured as LGBTQ+ safe place.
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Source |
|---|---|
| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC11095055 | PMC |
| http://dx.doi.org/10.1177/10598405221086035 | DOI Listing |
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