What Doing Wrong Explained for Students (Easy Guide)
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Key Explanation
This topic involves what doing wrong. A strong answer should include explanation, application, and examples.
Original Question
What am i doing wrong? in the bolded purpose areas, i keep getting literature review returned. Table 1 Literature Review Summary Table First Author (Pub Year) TITLE PURPOSE CONTEXT FINDINGS Relevance Goldberg (2019) “What is needed, what is valued: trans students’ perspectives on trans-inclusive policies and practices in higher education” The purpose of this study is needed to help understand how and if policies are trans-inclusive and non-discriminatory, look at the importance of policies, and if those policies create a sense of belonging for the student in higher education. The populations of interest were trans students and how policies affected their inclusion in education. The findings indicated to assist in system-level changes that will enhance education and the social and mental aspects of the trans students. This study was relative by giving an insight into policies that affect the Trans population and what is relative and what factors make them feel like they belong in the higher education setting. Kamen (2019) “Treat us with dignity”: a qualitative study of the experiences and recommendations of lesbian, gay, bisexual, transgender, and queer (LGBTQ) patients with cancer” This study aimed to address the needs of LGBTQ patients with cancer to improve patient care. The persons investigated in the study were LGBTQ people across the US who had been diagnosed with cancer. They were asked to respond to a survey relating to challenges they encountered in their cancer journey related to healthcare encounters and care. Findings were that providers need to be trained in gender identity to improve care and treatments and effects relating to their identity. Relevance in this study shows that education to care providers is imperative to the treatment and outcomes of patients’ overall well-being. Madrigal (2021) “Sexual and gender minority identity in undergraduate medical education: impact on experience and career trajectory” This article showed how students of various identities hid their identities while in med school; it compared specialties and the perceived acceptance of genders. Medical students were surveyed, noting specialties had a lack of diversity, misgendering, and degrading comments among attendings, residents, and other staff while in rotations, and they viewed their gender as a barrier. Medical schools are making an effort to eliminate any barriers, such as bullying, comments, and discrimination. The relevance of this study is continuing to show no matter what career choice or level of education a person may have that; gender identity is still causing the disparity. Luctkar-Flude (2021) “Usability testing of the sexual orientation and gender identity nursing education eLearning toolkit and virtual simulation games” This article and study’s purpose was to help understand LGBTQ+ community has significant disparities when addressing health care, causing health inequities. It shows the importance of integrating humility practice in nursing ed to help break down these barriers by using an online toolkit/virtual simulation. The population for this study was nursing students and nursing educators, allowing them to utilize toolkits and virtual simulation models to help understand and navigate barriers to this community. The findings in this study were positive as a learning and teaching strategy. The toolkit was valuable in increasing compassion and promoting self-reflection related to biases and the realism the model conveyed. The relevance is that this study is an excellent source and tool to utilize in the classroom to help navigate the gender identities barrier and improve better practices for nursing students and faculty to be compassionate recognizing biases and diversity. Roberts (2020) “LGBTQ+ students of colour and their experiences and needs in sexual health education: you belong here just as everybody else.” This shows that the LGBTQ+ student of color does not feel represented in the sexual health ed course. This leads to feelings of isolation, bullying, and not being supported. The population of interest was the LGBTQ+ color teenagers’ community in the New York area. These students were surveyed and expressed feelings of isolation, unsupported, unrepresented, and bullying in their sexual education courses. The key findings were that external programs that taught about disparities for LGBTQ+ students to other genders helped them understand and support their peers who identify differently. The relevance of this study is to show the need that educational institutions need to educate staff and create a diverse and inclusive culture of support for students to improve their well-being. Ruprecht (2021) “Evidence of social and structural COVID-19 disparities by sexual orientation, gender identity, and race/ethnicity in an urban environment” This study aimed to show the impact that COVID had on gender and race in an urban environment. Disparities are high in these areas and these groups already, but the lack of food, healthcare, and mental health was a more significant burden. The population was specific ethnic minority groups, and sexual and gender minority groups in the Chicago area were impacted by COVID 19, and their sexual orientation and gender identity caused even more inequalities. The key findings were that disparities in poor living conditions and health care inequities are even more prevalent in this population. Fear of being judged and extended social isolation from peers increased disparity. The relevance to this study is that in the community with any outbreak or seasonal issues, gender and sexual minority groups had a more challenging time due to the extended isolation furthering the need for more focus on health equity and service needed in these areas.
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