Pedagogical principles and methods underpinning education of health and social care practitioners on experiences and needs of older LGBT+ people: Findings from a systematic review

Article

Higgins, A., Downes, C., Sheaf, G., Bus, E., Connell, S., Hafford-Letchfield, T., Jurček, A., Pezzella, A., Rabelink, I., Robotham, G., Urek, M., van der Vaart, N. and Keogh, B. 2019. Pedagogical principles and methods underpinning education of health and social care practitioners on experiences and needs of older LGBT+ people: Findings from a systematic review. Nurse Education in Practice. 40. https://doi.org/10.1016/j.nepr.2019.102625
TypeArticle
TitlePedagogical principles and methods underpinning education of health and social care practitioners on experiences and needs of older LGBT+ people: Findings from a systematic review
AuthorsHiggins, A., Downes, C., Sheaf, G., Bus, E., Connell, S., Hafford-Letchfield, T., Jurček, A., Pezzella, A., Rabelink, I., Robotham, G., Urek, M., van der Vaart, N. and Keogh, B.
Abstract

There is a growing awareness of the need for LGBT + competency training to ensure that the health and social care services offered to older LGBT + people is affirmative and gender sensitive.
To conduct a synthesis of the literature that describes the pedagogical principles, curriculum content and methods (teaching and assessment) used to educate health and social care practitioners on the experiences and needs of older LGBT + people.
Systematic thematic review of literature.
MEDLINE, CINAHL, PsycINFO, EMBASE, Web of Science, Social Sciences Index, ERIC.
In accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Statement, this review examined peer-reviewed papers published in English, prior to April 2018 that addressed pedagogical and curriculum issues on the inclusion of needs and experiences of older LGBT + people.
The combined searches yielded 2214 papers of which 17 papers were eligible for inclusion, 10 discussion papers and 7 evaluation studies. Analysis identified the following themes: i) Acknowledging the wider historical context of older LGBT + people's lives; ii) Recognising that older LGBT + people are not a homogenous group; iii) Incorporating a multitude of theories and models from different perspectives; iv) Alerting practitioners to the health issues and disparities facing older LGBT + people; v) Including content that supports inclusive care for older LGBT + people; vi) Addressing barriers to older LGBT + people accessing health care; vii) Interactive activities are the preferred pedagogical strategy; viii) Involving older LGBT + people in curriculum development is a core principle; and ix) Mandatory education is not always the solution.
As the field matures there is a need for more exploration of curriculum principles, assessment strategies and strategies to overcome barriers to the inclusion of issues experienced by older LGBT + people within curricula.
[Abstract copyright: Copyright © 2019 Elsevier Ltd. All rights reserved.]

KeywordsCurriculum; Pedagogy; Lesbian; Gay; Bisexual; Transgender; Health practitioner; Social care; Ageing; LGBT + ageing; Descriptive thematic review
Sustainable Development Goals10 Reduced inequalities
3 Good health and well-being
Middlesex University ThemeHealth & Wellbeing
PublisherElsevier
JournalNurse Education in Practice
ISSN1471-5953
Electronic1873-5223
Publication dates
Online12 Sep 2019
Print01 Oct 2019
Publication process dates
Deposited07 Oct 2019
Accepted06 Sep 2019
Submitted14 Sep 2018
Output statusPublished
Accepted author manuscript
License
File Access Level
Open
Copyright Statement

© 2019. This author's accepted manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/

Digital Object Identifier (DOI)https://doi.org/10.1016/j.nepr.2019.102625
Scopus EID2-s2.0-85072256863
Web of Science identifierWOS:000501410800013
LanguageEnglish
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