Mapping LGBTQ + affirmative competencies of undergraduate medical and nursing trainees in an Indian tertiary care centre

Abstract

Background: Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) individuals face distinct healthcare needs and are vulnerable to health disparities. Inadequate knowledge and exclusionary attitudes among future nursing and medical professionals can limit care quality. Aims: This study aimed to assess knowledge and attitudes toward LGBTQ healthcare among nursing and medical students at a Tertiary Care Centre in Northern Himalayan India. Methods: In this exploratory survey, we recruited 275 nursing and medical students (nursing = 123, medical = 152) using a stratified proportionate random sampling technique. We used a structured and validated knowledge questionnaire and the Attitudes toward LGBTQ Patients Scale (ATPLS) and relevant socio-demographic details to collect information. Descriptive and inferential statistics were used to analyse the data. Results: The mean age of the participants was 21.0 years (SD = 1.08). More than half of the medical students (61.4%) were aware of LGBTQ healthcare concerns, compared to only 38.6% of nursing students (p = 0.031). Significant associations with knowledge of LGBTQ healthcare concerns were observed for academic stream (p = 0.031), year of study (p = 0.007), exposure to the LGBTQ community (p < 0.001), and personal contact with LGBTQ individuals (p = 0.024). Binary logistic regression analysis identified being in the fourth year of study (OR = 2.58, 95% CI: 1.235–5.374, p = 0.012) and personally knowing LGBTQ individuals (OR = 0.511, 95% CI: 0.276–0.946, p = 0.033) as significant predictors of knowledge regarding LGBTQ healthcare concerns. Conclusion: Overall, students have fairly adequate knowledge and feel comfortable providing care for LGBTQ persons. The findings highlight the need to add more structured and comprehensive curriculum content on LGBTQ + care and ensure wide clinical exposure for more LGBTQ + affirmative medical care.