Doctor of Nursing Practice (DNP) Projects

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Campus Access

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

Embargo Period

5-6-2014

Degree Program

Doctor of Nursing Practice

Degree Track

Family Nurse Practioner

Year Degree Awarded

2014

Month Degree Awarded

May

Keywords

cultural competency, LGBT, health, primary care, providers, education

Advisor Name

Emma

Advisor Last Name

Dundon

Capstone Chair First Name

Emma

Capstone Chair Last Name

Dundon

Capstone Member Name

Joan

Roche

Capstone Outside Member Name

Lauren

Clark

Abstract

Although recent efforts continue to improve the status of those in the lesbian, gay, bisexual and transgender (LGBT) community, individuals and families continue to suffer from discrimination and stigma in their everyday lives. Such experiences have both direct and indirect effects on the health of LGBT individuals leading to existing health disparities. As a result, a new impetus has developed to improve the quality of care by addressing the gap in LGBT health. Increasing cultural competency is one method by which to improve care and health outcomes. Using current evidence, an educational program was developed to promote the cultural competency of healthcare providers. The program was designed based on The Process of Cultural Competence in the Delivery of Healthcare Services, a theoretical framework by Dr. Campinha-Bacote (2013b). It was then implemented in three types of primary care practices, each in a culturally different geographic area - one in the Commonwealth of Massachusetts and the other two in the State of Georgia. The goal of the program was to increase the level of LGBT cultural competency among participating healthcare care providers as well as increased awareness and perceived practice value for other health care staff. This educational program showed positive results in improving the level of cultural competency of healthcare providers in all three settings and received high participant ratings with regard to practice value and willingness to recommend. Some differences among groups also provided information for further program development.

Keywords: cultural, competency, LGBT, health, primary care, providers, education

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