Browsing by Author "Sherman, Athena D. F."

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    A Systematic Review of Us Nursing Faculty's Knowledge, Awareness, Inclusion, and Perceived Importance of Sexual and Gender Minority-Related Content in Nursing Curricula
    (Elsevier, 2022-10-18) Moore, Scott Emory; Coleman, Christopher Lance; Hughes, Tonda L.; Dorsen, Caroline; Smith, Sheila K.; Bower, Kelly M.; Clochesy, John; Clark, Kristen; Sherman, Athena D. F.; School of Nursing
    Background: Health inequities among sexual and gender minority (SGM) individuals have been increasingly described, yet SGM-related content in nursing curricula and the number of nursing faculty with sufficient knowledge of SGM health are limited. Purpose: To describe, appraise, and synthesize research from 2000-2020 regarding the knowledge, awareness, inclusion, and perceived importance of SGM health content among US nursing faculty. Method: Adhering to PRISMA 2020 guidelines, we performed a systematic review, appraisal, and synthesis of the extant literature. Findings: Four descriptive articles fit inclusion criteria. Studies examined characteristics of nursing faculty and curricular inclusion of SGM content. Discussion: The evidence bases related to nursing faculty’s perceptions of SGM contents’ importance and inclusion of related SGM health content are very limited. Since 2020 there have been limited new publications, with most recent articles being commentaries. The time for commentary has passed, nursing researchers must employ rigorous methods to advance this important area.
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    Nursing Pre-Licensure and Graduate Education for LGBTQ Health: A Systematic Review
    (Elsevier, 2022) Sherman, Athena D. F.; Smith, Sheila K.; Moore, Scott Emory; Coleman, Christopher Lance; Hughes, Tonda L.; Dorsen, Caroline; Balthazar, Monique S.; Klepper, Meredith; Mukerjee, Ronica; Bower, Kelly M.; School of Nursing
    Background: LGBTQ+ people experience persistent discrimination and health disparities compared to heterosexual cisgender people. Clinicians report discomfort and insufficient preparation for providing care to LGBTQ+ people and nursing has been slow to integrate LGBTQ+ health into curricula. Purpose: Conduct a systematic review to examine/critically appraise peer-reviewed literature on nursing student knowledge, skills, and attitudes (KSAs) regarding LGBTQ+ health and the development/evaluation of LGBTQ+ health content in nursing curricula. Method: A systematic review was conducted (N=1275 articles from PubMed, LGBT Health, CINAHL, ERIC, and Health Source-Nursing/Academic Edition). Findings: Twenty articles met inclusion/exclusion criteria. Twelve studies described curricular interventions; however, there were few validated tools to evaluate content coverage or KSAs. Four themes emerged specific to LGBTQ+ health content inclusion. Discussion: While a beginning science of LGBTQ+ nursing education has been identified, more work is needed to build and evaluate a comprehensive curricular approach for full programmatic integration of LGBTQ+ health topics.