Doing gender inclusive and affirmingr practices in undergraduate nursing education: Preliminary findings from a scoping review

Simple item page
dc.contributor.authorCrawford, Jess
dc.contributor.authorBrandt, Adam
dc.contributor.authorKramer, Marnie
dc.contributor.authorRistock, Janice
dc.contributor.authorSchultz, Annette
dc.date.accessioned2024-01-05T19:45:09Z
dc.date.available2024-01-05T19:45:09Z
dc.date.issued2023-11-30
dc.date.submitted2024-01-05T16:07:29Zen_US
dc.description.abstractHealth care professionals are required by their codes of ethics to provide equitable care for all (1–4). Often, historically, persistently, and systematically marginalized groups are denied equitable health care (5). One contributing factor is inadequate health professional education concerning equity and social accountability (6). While health professional education has improved its formal curricula regarding health equity, the informal (relationships and interactions) and hidden curricula (the culture and values of a profession and/or institution) are lesser known (7,8). Preliminary findings from a scoping review (n=40), being conducted as part of my thesis work, shows that most efforts to advance gender inclusive and affirming (GIA) nursing education are in the formal curricula, with minimal efforts to address the informal and much less so the hidden curricula. GIA practices, like gender-affirming care, benefit people of all genders, however, GIA practices go a step further to create GIA spaces that transcend health care into all spaces (9,10). As such, our scoping review is mapping GIA practices across the curriculum within nursing schools in Canada and the USA (11). The proposed poster will outline initial findings of how schools are doing GIA practices in undergraduate nursing education, including outlining gaps and recommendations. FGS attendees who visit this poster will be invited to engage in a dialogue about what GIA health care means to them and how they want to see GIA enacted in health care professional education and health care practices. References 1. Canadian Medical Association. CMA Code of Ethics and Professionalism. Can Med Assoc [Internet]. 2018;1–6. Available from: http://www.ncbi.nlm.nih.gov/pubmed/20311772%0Ahttp://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=PMC1930662 2. Canadian Nurses Association. Code of ethics for registered nurses. 2017; Available from: www.nanb.nb.ca/media/resource/Code_of_Ethics-2017-E.pdf 3. Canadian Physiotherapy Association. Code of ethical conduct [Internet]. 2020 p. 1. Available from: https://physiotherapy.ca/cpa-code-ethics 4. Canadian Dental Association. CDA principles of ethics [Internet]. 2015. Available from: https://www.cda-adc.ca/en/about/ethics/ 5. McGibbon E, editor. Oppression: A social determinant of health. 2nd ed. Fernwood Publishing; 2021. 6. Ventres W, Boelen C, Haq C. Time for action: key considerations for implementing social accountability in the education of health professionals. Adv Health Sci Educ [Internet]. 2018 Oct [cited 2023 Sep 19];23(4):853–62. Available from: http://link.springer.com/10.1007/s10459-017-9792-z 7. Raso A, Marchetti A, D’Angelo D, Albanesi B, Garrino L, Dimonte V, et al. The hidden curriculum in nursing education: a scoping study. Med Educ [Internet]. 2019 [cited 2023 Jan 27];53(10):989–1002. Available from: https://onlinelibrary.wiley.com/doi/abs/10.1111/medu.13911 8. Hafferty FW. Beyond curriculum reform: Confronting medicine’s hidden curriculum. Acad Med [Internet]. 1998;73(4):403–7. Available from: https://oce-ovid-com.uml.idm.oclc.org/article/00001888-199804000-00013/HTML 9. Rivera D. Care without assumption: the perceptions of transgender persons regarding their experiences with nursing care. Int J Hum Caring [Internet]. 2019 Jul [cited 2022 Nov 20];23(3):242–53. Available from: http://uml.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=c8h&AN=139213252&site=ehost-live 10. Soled KRS, Clark KD, Altman MR, Bosse JD, Thompson RA, Squires A, et al. Changing language, changes lives: Learning the lexicon of LGBTQ+ health equity. Res Nurs Health [Internet]. 2022 [cited 2023 Feb 7];45(6):621–32. Available from: https://onlinelibrary.wiley.com/doi/abs/10.1002/nur.22274 11. Crawford J, Schultz ASH, Linton J, Kramer M, Ristock J. Gender-affirming care in undergraduate nursing education: a scoping review protocol. BMJ Open [Internet]. 2023;13(3):e070576. Available from: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85150263559&doi=10.1136%2fbmjopen-2022-070576&partnerID=40&md5=95d1b466e7f84e3dc1051f2728a03d32
dc.description.sponsorshipCanadian Nurses Foundation (Tylenol® Fund to Advance Diversity in Nursing and Health Equity Research Scholarship) Scholar University of Manitoba’s College of Nursing Endowment Fund Graduate Student Research Grant
dc.identifier.urihttp://hdl.handle.net/1993/37941
dc.language.isoeng
dc.rightsopen accessen_US
dc.subjectgender identity
dc.subjectgender affirming
dc.subjectnursing education
dc.titleDoing gender inclusive and affirmingr practices in undergraduate nursing education: Preliminary findings from a scoping review
dc.typeconference poster
local.author.affiliationRady Faculty of Health Sciences::College of Nursing
oaire.awardURIMaster's Award: Canada Graduate Scholarships
project.funder.identifierhttps://webapps.cihr-irsc.gc.ca/decisions/p/project_details.html?applId=480693&lang=en
project.funder.nameCanadian Institutes of Health Research
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Crawford, FGS Poster.pdf
Size:
6.51 MB
Format:
Adobe Portable Document Format
Description:
Download
License bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
license.txt
Size:
770 B
Format:
Item-specific license agreed to upon submission
Description:
Download
Collections
University of Manitoba Scholarship
Rady Faculty of Health Sciences Scholarly Works