Queering baccalaureate nursing education in Canada: a survey and qualitative content analysis of curriculum and policy documents
Notice bibliographique
Résumé
Lesbian Bisexual Gay Transgender Intersex and Queer (LBGTIQ, See: Appendix A) \nhealth and wellness data is largely ignored in policy domains. One way to redress \nthe deleterious health effects of institutionalized cisgenderism and heterosexism is \nto train health professionals to be sensitive and knowledgeable about health and \nwellness issues that are known to greatly affect sexually and gender diverse people \n(aka: LBGTIQ). Studies have found that there is no standardization of sex and \nsexuality content in health professional education in North American universities. \nThe present research focuses on the relative inclusion of sexuality and gender \ndiversity health and wellness information in Canadian English language \nbaccalaureate nursing curriculum and curricular policy. This research, informed by \ndocumented health and wellness experiences of LBGTIQ people, situated in the \nacademic discipline of Applied Health Services Research, is a unique critical queer \ntheoretical analysis of survey data and policy texts. The data for this research was \ncollected from a nationwide survey of nursing school administrators in 2013, is \nscaffolded against LBGTIQ health and wellness literature, as well as nursing \neducation policy. Surveys were returned from 17/76 institutions in Canada and the \nresults show that LBGTIQ content in baccalaureate nursing curriculum in Canada is \nnominal, imperfect, and unregulated at best. Faculty were concerned about their \nown personal and professional ability to teach in the area of sexuality and gender \ndiversity and less concerned with curricular policy advocacy in the area. After \nqualitative content analysis was performed on 52 educational policy documents in \nnursing, there revealed a need for inclusive policy development in the area of \nLBGTIQ subjectivities. The research found that while Canadian English language \nbaccalaureate nursing curricular policy allows for an expanded notion of gender \ndiversity that may give space to transgender people, queer, intersex, and other nonheteronormative \nnotions of gender identity, it lacks clear position statements in the \narea of sexuality and gender diversity to be able to achieve inclusion in curriculum. \nThe result is invisibility; haphazard inclusion; ill-defined policy with no directive \nfrom the national, provincial/territorial professional organizations. It was noted that \nthe change in licensing exam might have affected the situation during the course of \nthis research. Several recommendations are lobbied towards structuring LBGTIQ \nhealth and wellness curricular inclusion at the various levels of policy and pedagogy \nin baccalaureate nursing curriculum in Canada and a call for the nursing profession \nto pay attention to the political nature of policy.
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Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,011 | 0,023 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,005 | 0,013 |
| Études des sciences et des technologies | 0,015 | 0,005 |
| Communication savante | 0,006 | 0,002 |
| Science ouverte | 0,002 | 0,004 |
| Intégrité de la recherche | 0,001 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».