Abstract
Objective: There is growing recognition that health care professionals (HCPs) and policy makers are insufficiently equipped to provide culturally competent care to lesbian, gay, bisexual, transgender, queer and intersex (LGBTQI) cancer patients and their families. We examined HCP attitudes, knowledge, and practices regarding LGBTQI cancer care using a mixed-methods research design. Method: Surveys were completed by 357 oncology HCPs in nursing (40%), medical (24%), allied health (19%), and clinical leadership roles (11%); 48 of the surveyed HCPs were interviewed. Results: Most HCPs reported being comfortable treating LGBTQI patients, but reported low levels of confidence and knowledge and systemic barriers to LGBTQI cancer care. Most wanted more education and training, particularly on trans and gender-diverse people (TGD) and those born with intersex variations. Conclusion: Education of HCPs and health system changes are required to overcome barriers to the provision of culturally competent cancer care for LGBTQI patients. Practice implications: These findings reinforce the need for inclusion of LGBTQI content in HCP education and professional training curricula, and institutional support for LGBTQI-inclusive practice behaviours. This includes administrative and visual cues to signal safety of LGBTQI patients within cancer care, facilitating inclusive environments, and the provision of tailored patient-centred care.
| Original language | English |
|---|---|
| Pages (from-to) | 2512-2523 |
| Number of pages | 12 |
| Journal | Patient Education and Counseling |
| Volume | 105 |
| Issue number | 7 |
| DOIs | |
| Publication status | Published - Jul 2022 |
Bibliographical note
Publisher Copyright:© 2022 The Authors
Open Access - Access Right Statement
© 2021 The Authors. Published by Elsevier B.V. CC_BY_NC_ND_4.0. Under a Creative Commons license (https://creativecommons.org/licenses/by-nc-nd/4.0/)UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 3 Good Health and Well-being
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SDG 4 Quality Education
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