LGBTQIA+ Cultural Competence in Physical Therapist Education and Practice: A Qualitative Study from the Patients' Perspective.

Autor:	Hofmann MC; School of Physical Therapy, Regis University, Denver, CO, USA., Mulligan NF; School of Physical Therapy, Regis University, Denver, CO, USA., Stevens K; School of Physical Therapy, Regis University, Denver, CO, USA., Bell KA; Jefferson College of Rehabilitation Sciences, Thomas Jefferson University, Philadelphia, PA, USA., Condran C; Harrisburg University, Harrisburg, PA, USA., Miller T; Harrisburg University, Harrisburg, PA, USA., Klutz T; School of Physical Therapy, Regis University, Denver, CO, USA., Liddell M; School of Physical Therapy, Regis University, Denver, CO, USA., Saul C; School of Physical Therapy, Regis University, Denver, CO, USA., Jensen G; School of Pharmacy and Health Professions, Creighton University, Omaha, NE, USA.
Jazyk:	angličtina
Zdroj:	Physical therapy [Phys Ther] 2024 Apr 16. Date of Electronic Publication: 2024 Apr 16.
DOI:	10.1093/ptj/pzae062
Abstrakt:	Objective: The purpose of this study was to explore the experiences of cultural competence and humility among patients of the lesbian, gay, bisexual, transgender, queer, intersex, and asexual (LGBTQIA+) community in physical therapy. Researchers sought to understand the perspectives of adults over 18 years old who have received physical therapy and identify as a member of the LGBTQIA+ community. Methods: A phenomenological qualitative approach was utilized for this study. Patients were recruited through social media and LGBTQIA+ advocacy organizations across the United States. Twenty-five patients agreed to participate in the study. Focus groups and individual interviews were conducted using a semi-structured interview guide informed by Campinha-Bacote's domains of cultural competence (cultural awareness, skill, knowledge, encounter, and desire) to collect individual experiences, discussions, thoughts, perceptions, and opinions. Results: Three central themes and subthemes emerged from the data and were categorized according to cultural acceptance (societal impact, implicit and explicit bias), power dynamics between the in-group and out-group (out-group hyperawareness of their otherness), and participant solutions (policy, training, education). Conclusion: An LGBTQIA+ patient's experience is influenced by the provider cultural acceptance, and the resulting power dynamics that impact LGBTQIA+ patients' comfort, trust, and perceptions of care. Enhanced patient experiences were found more prevalent with providers that possessed elevated levels of education or experience with this community, supporting Campinha-Bacote's assumption that there is a direct relationship between level of competence in care and effective and culturally responsive service. Impact: Awareness of the underlying issues presented in these themes will assist in the development of effective solutions to improve LGBTQIA+ cultural competence among physical therapists and physical therapist assistants on a systemic level. (© Published by Oxford University Press on behalf of the American Physical Therapy Association. All rights reserved. For permissions, please email: journals.permissions@oup.com.)
Databáze:	MEDLINE
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