Designing implementation strategies for the inclusion of lesbian, gay, bisexual, transgender, intersex, queer, and allied and key populations' content in undergraduate nursing curricula in Kwazulu-Natal, South Africa: protocol for a multimethods research project

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dc.contributor.authorNxumalo, Celenkosini Thembelenkosini
dc.contributor.authorLuvuno, Zamasomi
dc.contributor.authorChiya, Wilbroda Hlolisile
dc.date.accessioned2024-11-14T08:05:17Z
dc.date.available2024-11-14T08:05:17Z
dc.date.issued2024
dc.description.abstractBackground: Lesbian, gay, bisexual, transgender, intersex, queer, and allied (LGBTQIA+) individuals encounter challenges with access and engagement with health services. Studies have reported that LGBTQIA+ individuals experience stigma, discrimination, and health workers' microaggression when accessing health care. Compelling evidence suggests that the LGBTQIA+ community faces disproportionate rates of HIV infection, mental health disorders, substance abuse, and other noncommunicable diseases. The South African national strategic plan for HIV or AIDS, tuberculosis, and sexually transmitted infections, 2023-2028 recognizes the need for providing affirming LGBTQIA+ health care as part of the country's HIV or AIDS response strategy. However, current anecdotal evidence suggests paucity of LGBTQIA+ and key populations' health content in the undergraduate health science curricula in South Africa. Moreover, literature reveals a general lack of health worker training regarding the health needs of LGBTQIA+ persons and other key populations such as sex workers, people who inject drugs, and men who have sex with men. Objective: This study aimed to describe the design of a project that aims at facilitating the inclusion of health content related to the LGBTQIA+ community and other key populations in the undergraduate nursing curricula of KwaZulu-Natal, South Africa. Methods: A multimethods design encompassing collection of primary and secondary data using multiple qualitative designs and quantitative approaches will be used to generate evidence that will inform the co-design, testing, and scale-up of strategies to facilitate the inclusion of LGBTQIA+ and key populations content in the undergraduate nursing curricula in KwaZulu-Natal, South Africa.
dc.identifier.citationNxumalo, C.T., Luvuno, Z., Chiya, W.H., Ngcobo, S.J., Naidoo, D., Zamudio-Haas, S. and Harris, O., 2024. Designing Implementation Strategies for the Inclusion of Lesbian, Gay, Bisexual, Transgender, Intersex, Queer, and Allied and Key Populations’ Content in Undergraduate Nursing Curricula in KwaZulu-Natal, South Africa: Protocol for a Multimethods Research Project. JMIR Research Protocols, 13(1), p.e52250.
dc.identifier.urihttps://doi.org/10.2196/52250
dc.identifier.urihttps://hdl.handle.net/10566/19668
dc.language.isoen
dc.publisherJMIR Publications Inc.
dc.subjectDiscrimination
dc.subjectHealth science education
dc.subjectLesbian
dc.subjectSouth Africa
dc.subjectLGBTQIA+
dc.titleDesigning implementation strategies for the inclusion of lesbian, gay, bisexual, transgender, intersex, queer, and allied and key populations' content in undergraduate nursing curricula in Kwazulu-Natal, South Africa: protocol for a multimethods research project
dc.typeArticle

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