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

Agnes Higgins, Carmel Downes, Greg Sheaf, Elisa Bus, Sandra Connell, Trish Hafford-Letchfield, Anže Jurček, Alfonso Pezzella, Irma Rabelink, George Robotham, Mojca Urek, Nina van der Vaart, Brian Keogh

Research output: Contribution to journalArticle

Abstract

Background: 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.
Objective: 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.
Design: Systematic thematic review of literature.
Data sources: MEDLINE, CINAHL, PsycINFO, EMBASE, Web of Science, Social Sciences Index, ERIC.
Method: 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.
Results: 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.
Conclusion: 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.
Original languageEnglish
Article number102625
Number of pages12
JournalNurse Education in Practice
Volume40
Early online date12 Sep 2019
DOIs
Publication statusPublished - 31 Oct 2019

Fingerprint

Curriculum
Delivery of Health Care
Education
health
education
experience
curriculum
Peer Review
Social Sciences
Information Storage and Retrieval
inclusion
Social Work
MEDLINE
Meta-Analysis
Teaching
Health
curriculum development
peer review
teaching method
social science

Keywords

  • curriculum
  • pedagogy
  • lesbian
  • gay
  • bisexual
  • trans
  • health practitioner
  • social care
  • ageing
  • LGBT + ageing
  • descriptive thematic review

Cite this

Higgins, Agnes ; Downes, Carmel ; Sheaf, Greg ; Bus, Elisa ; Connell, Sandra ; Hafford-Letchfield, Trish ; Jurček, Anže ; Pezzella, Alfonso ; Rabelink, Irma ; Robotham, George ; Urek, Mojca ; van der Vaart, Nina ; Keogh, Brian. / 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. In: Nurse Education in Practice. 2019 ; Vol. 40.
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abstract = "Background: There is a growing awareness of the need for LGBT+competency training to ensure that the healthand social care services offered to older LGBT + people is affirmative and gender sensitive.Objective: To conduct a synthesis of the literature that describes the pedagogical principles, curriculum contentand methods (teaching and assessment) used to educate health and social care practitioners on the experiences and needs of older LGBT + people.Design: Systematic thematic review of literature.Data sources: MEDLINE, CINAHL, PsycINFO, EMBASE, Web of Science, Social Sciences Index, ERIC.Method: 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.Results: 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 supportsinclusive 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.Conclusion: 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.",
keywords = "curriculum, pedagogy, lesbian, gay, bisexual, trans, health practitioner, social care, ageing, LGBT + ageing, descriptive thematic review",
author = "Agnes Higgins and Carmel Downes and Greg Sheaf and Elisa Bus and Sandra Connell and Trish Hafford-Letchfield and Anže Jurček and Alfonso Pezzella and Irma Rabelink and George Robotham and Mojca Urek and {van der Vaart}, Nina and Brian Keogh",
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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. / Higgins, Agnes; Downes, Carmel ; Sheaf, Greg; Bus, Elisa; Connell, Sandra; Hafford-Letchfield, Trish; Jurček, Anže ; Pezzella, Alfonso; Rabelink, Irma; Robotham, George; Urek, Mojca; van der Vaart, Nina; Keogh, Brian.

In: Nurse Education in Practice, Vol. 40, 102625, 31.10.2019.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Pedagogical principles and methods underpinning education of health and social care practitioners on experiences and needs of older LGBT+ people

T2 - findings from a systematic review

AU - Higgins, Agnes

AU - Downes, Carmel

AU - Sheaf, Greg

AU - Bus, Elisa

AU - Connell, Sandra

AU - Hafford-Letchfield, Trish

AU - Jurček, Anže

AU - Pezzella, Alfonso

AU - Rabelink, Irma

AU - Robotham, George

AU - Urek, Mojca

AU - van der Vaart, Nina

AU - Keogh, Brian

PY - 2019/10/31

Y1 - 2019/10/31

N2 - Background: There is a growing awareness of the need for LGBT+competency training to ensure that the healthand social care services offered to older LGBT + people is affirmative and gender sensitive.Objective: To conduct a synthesis of the literature that describes the pedagogical principles, curriculum contentand methods (teaching and assessment) used to educate health and social care practitioners on the experiences and needs of older LGBT + people.Design: Systematic thematic review of literature.Data sources: MEDLINE, CINAHL, PsycINFO, EMBASE, Web of Science, Social Sciences Index, ERIC.Method: 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.Results: 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 supportsinclusive 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.Conclusion: 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.

AB - Background: There is a growing awareness of the need for LGBT+competency training to ensure that the healthand social care services offered to older LGBT + people is affirmative and gender sensitive.Objective: To conduct a synthesis of the literature that describes the pedagogical principles, curriculum contentand methods (teaching and assessment) used to educate health and social care practitioners on the experiences and needs of older LGBT + people.Design: Systematic thematic review of literature.Data sources: MEDLINE, CINAHL, PsycINFO, EMBASE, Web of Science, Social Sciences Index, ERIC.Method: 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.Results: 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 supportsinclusive 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.Conclusion: 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.

KW - curriculum

KW - pedagogy

KW - lesbian

KW - gay

KW - bisexual

KW - trans

KW - health practitioner

KW - social care

KW - ageing

KW - LGBT + ageing

KW - descriptive thematic review

U2 - 10.1016/j.nepr.2019.102625

DO - 10.1016/j.nepr.2019.102625

M3 - Article

VL - 40

JO - Nurse Education in Practice

JF - Nurse Education in Practice

SN - 1471-5953

M1 - 102625

ER -