This is a preprint, a preliminary version of a manuscript that has not completed peer review at a journal. Research Square does not conduct peer review prior to posting preprints. The posting of a preprint on this server should not be interpreted as an endorsement of its validity or suitability for dissemination as established information or for guiding clinical practice.
Research article
Mandi L. Pratt-Chapman
George Washington University
Corresponding Author
ORCiD: https://orcid.org/0000-0002-9303-7659
License:
This work is licensed under a CC BY 4.0 License. Read Full License
Background: Lesbian, gay, bisexual, transgender, queer and intersex people comprise approximately 5% of the U.S. population, yet health care professional student education on sexual and gender minority (SGM) health is sparse. This study explored the degree to which sociodemographic factors and student affiliation with SGM people explained self-reported competence in caring for SGM patients.
Methods: This study sought to define Reduced Models from an eight-variable Full Model that explained a meaningful amount (≥ 0.15) of total variance across a sample of health care professional students in terms of six criterion variables: Basic Knowledge, Attitudinal Awareness and Clinical Preparedness (subscales of the Lesbian, Gay, Bisexual, Transgender Development of Clinical Skills Scale); Attitudes Toward LGBT People Scale (ATLPS); and Beliefs and Behaviors (subscales of the Gay Affirming Practice Scale).
Results: Political affiliation, religiosity, and SGM affiliation were predictor variables in half of the Reduced Models. SGM-specific health training hours were included in Reduced Models for Clinical Preparedness and affirming Behaviors.
Conclusion: Sociodemographic factors, lived experiences, and amount of training in SGM-specific health matter when it comes to health care professional students’ sense of preparedness in caring for SGM patients.
Keywords
Health care professional students, cultural competence, LGBTQ knowledge, LGBTQ attitudes, LGBTQ beliefs, LGBTQ clinical preparedness
This is a list of supplementary files associated with this preprint. Click to download.
Loading...
Badges
Prescreen
This manuscript passed our Prescreen assessment
Complete author information
Appropriate declaration statements
Potential risks to human health
Prescreen
History
CURRENT STATUS: Posted
Version 1
Posted 16 Apr, 2020
No community comments so far
Metrics
Comments: 0
PDF Downloads: ...
HTML Views: ...
Learn more about our company.
This is a preprint, a preliminary version of a manuscript that has not completed peer review at a journal. Research Square does not conduct peer review prior to posting preprints. The posting of a preprint on this server should not be interpreted as an endorsement of its validity or suitability for dissemination as established information or for guiding clinical practice.
Research article
Mandi L. Pratt-Chapman
George Washington University
Corresponding Author
ORCiD: https://orcid.org/0000-0002-9303-7659
Badges
Prescreen
This manuscript passed our Prescreen assessment
Complete author information
Appropriate declaration statements
Potential risks to human health
Prescreen
History
CURRENT STATUS: Posted
Version 1
Posted 16 Apr, 2020
No community comments so far
Metrics
Comments: 0
PDF Downloads: ...
HTML Views: ...
License:
This work is licensed under a CC BY 4.0 License. Read Full License
Background: Lesbian, gay, bisexual, transgender, queer and intersex people comprise approximately 5% of the U.S. population, yet health care professional student education on sexual and gender minority (SGM) health is sparse. This study explored the degree to which sociodemographic factors and student affiliation with SGM people explained self-reported competence in caring for SGM patients.
Methods: This study sought to define Reduced Models from an eight-variable Full Model that explained a meaningful amount (≥ 0.15) of total variance across a sample of health care professional students in terms of six criterion variables: Basic Knowledge, Attitudinal Awareness and Clinical Preparedness (subscales of the Lesbian, Gay, Bisexual, Transgender Development of Clinical Skills Scale); Attitudes Toward LGBT People Scale (ATLPS); and Beliefs and Behaviors (subscales of the Gay Affirming Practice Scale).
Results: Political affiliation, religiosity, and SGM affiliation were predictor variables in half of the Reduced Models. SGM-specific health training hours were included in Reduced Models for Clinical Preparedness and affirming Behaviors.
Conclusion: Sociodemographic factors, lived experiences, and amount of training in SGM-specific health matter when it comes to health care professional students’ sense of preparedness in caring for SGM patients.
This is a list of supplementary files associated with this preprint. Click to download.
Loading...