ABSTRACT
Introduction: Sexuality is an integral part of development and personality, and is important in healthcare. Nurses are among the most representative healthcare professionals. For holistic and inclusive nursing care practice and to improve equality, human rights, well-being, and health of individuals, the curricula of nursing courses must integrate broad knowledge about sexuality and its diversity. This study aimed to identify and analyze nursing students' knowledge of sexuality, sex, and gender diversity. The present study was part of a multicenter study conducted in Europe. Methods: Questionnaires were administered in three nursing schools to assess nursing students' knowledge (n = 75). Data processing was performed using Excel® software version 20 and IRaMuTeQ (R Interface pour les Analysis Multidimensionnelles de Textes et de Questionnaires) 0.7 alpha 2, allowing organization by category and subsequent thematic analysis using content analysis. Results: The textual corpus "Nursing students' knowledge about sexuality in its diversity," was divided into two sub-corpus: "Students' perception of sexuality" and "Students' perception of gender identity," originating Class 6 "Eroticism" (14.23%) and Classes 4 "Sexual Orientation" (16.07%) and 3 "Heteronormative" (16.07%), the latter with greater proximity to each other and consequently to Class 6. Similarly, Classes 1 "Gender" (20.36%) and 5 "Cisgender" (12.14%) also presented a greater interrelationship between themselves and consecutively with Class 2 "Gender Identity" (15.36%). Discussion: The analyses revealed that though nursing students possessed knowledge about sexuality and its diversity, this knowledge was elementary and did not reveal a sustained appropriation of concepts related to sexuality, sexual orientation, and gender diversity. For some questions, the absence of students' answers were noteworthy, and may be associated with their personal reservation in expressing themselves on this sensitive and intimate theme. To ensure diversity, inclusivity, and impartiality in nursing practice, it is imperative to change the curriculum plans of nursing courses to address the theme of sexuality during the training process of nurses in Europe.
ABSTRACT
Maternal health care for migrant women poses new challenges to countries in the WHO European Region. Migrant women tend to have worse perinatal health outcomes as a result of migration conditions, socioeconomic needs, health status, language or health literacy. These women may manifest different representations and cultural practices associated with motherhood that need to be understood and respected during nursing care in the host country. The aim was to explore the meanings attributed by migrant women to nursing interventions implemented during prenatal care to postpartum period. Qualitative study using Grounded Theory. Thirty interviews were conducted with pregnant migrant women and mothers from various countries, between February 2015 to December 2016, in Primary Health Care. Emerging coding of data determined the central category BUILDING TRUST, representative of the use of professional skills and competencies to help migrant women gain confidence and expose emotions, insecurities and needs: "Feeling recognized" highlights sensitivity to cultural differences and transition experiences; "Explaining with simplicity" by the clarity, simplicity, practical and grounded meaning, contributing to the acquisition of skills in the exercise of motherhood and a quality of intercultural communication; "Getting answer", nurse acting in accordance with the needs exposed by the Other, promoting autonomy, confidence and satisfaction. The development of a trusting relationship has emerged as an essential component of maternal care. The study results may contribute to knowledge and quality of care indicators by showing the migrant client's perspective on the care received
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