LGBTQ Cultural Competency for Healthcare Professionals
Course #9186L -
- Participation Instructions
- Review the course material online or in print.
- Complete the course evaluation.
- Review your Transcript to view and print your Certificate of Completion. Your date of completion will be the date (Pacific Time) the course was electronically submitted for credit, with no exceptions. Partial credit is not available.
This live, interactive course will provide instruction on cultural competency and specialized clinical training focusing on patients who identify as lesbian, gay, bisexual, transgender, gender nonconforming, queer, or question their sexual orientation or gender identity and expression (LGBTQ). The instruction will provide information and skills to enable a health professional to care effectively and respectfully for patients who identify as LGBTQ.
This live webinar is designed for mental and behavioral health professionals who would benefit from enhanced knowledge and skills related to addressing the individual, social, and political factors that negatively impact LGBTQ+ individuals' emotional and physical well-being.
The purpose of this course is to provide the information and skills necessary to enable mental and behavioral health professional to care effectively and respectfully for patients who identify as LGBTQ+.
Upon completion of this course, you should be able to:
- Define culturally relevant terminology that demonstrates cultural sensitivity and understanding.
- Describe intersectionality and the impact of intersecting systems of discrimination and oppression on emotional, physical and social well-being.
- Identify risk factors, health disparities, and strategies for minimization.
- Identify legal obligations related to treating patients.
- Describe guidelines and best practices for data storage, including appropriate collection, use, storing of sexual orientation and gender identify information.
- Identify personal and cultural biases to challenge or correct within a culturally competent practice.
- Discuss ways to engage and train support staff.
Julie Wallin Culligan, PhD, FAIHM, MEd, NBC-HWC, CYT-200, is a Psychologist and Whole Health Program Director at the James H. Quillen VA Medical Center, as well as Assistant Clinical Professor at the Quillen School of Medicine Department of Psychiatry and Behavioral Medicine. She served the Veterans Health Administration Office of Patient Centered Care and Cultural Transformation as both the National Champion for Whole Health Coaching, acting as the national field advisor for health coaching, and Whole Health National Education Champion. Dr. Culligan completed a Fellowship in Integrative Medicine from the Academy of Integrative Health and Medicine, as a Social Impact Scholar. Dr. Culligan is passionate about integrative mental health and healthcare transformation, and she enjoys lake and mountain life in NE Tennessee.
Contributing faculty, Julie Wallin Culligan, PhD, FAIHM, MEd, NBC-HWC, CYT-200, has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
Scott Deatherage, PhD
Anne Horgan, LCSW
The division planners have disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
Sarah Campbell
The Director of Development and Academic Affairs has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
The purpose of NetCE is to provide challenging curricula to assist healthcare professionals to raise their levels of expertise while fulfilling their continuing education requirements, thereby improving the quality of healthcare.
Our contributing faculty members have taken care to ensure that the information and recommendations are accurate and compatible with the standards generally accepted at the time of publication. The publisher disclaims any liability, loss or damage incurred as a consequence, directly or indirectly, of the use and application of any of the contents. Participants are cautioned about the potential risk of using limited knowledge when integrating new techniques into practice.
It is the policy of NetCE not to accept commercial support. Furthermore, commercial interests are prohibited from distributing or providing access to this activity to learners.
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The role of implicit biases on healthcare outcomes has become a concern, as there is some evidence that implicit biases contribute to health disparities, professionals' attitudes toward and interactions with patients, quality of care, diagnoses, and treatment decisions. This may produce differences in help-seeking, diagnoses, and ultimately treatments and interventions. Implicit biases may also unwittingly produce professional behaviors, attitudes, and interactions that reduce patients' trust and comfort with their provider, leading to earlier termination of visits and/or reduced adherence and follow-up. Disadvantaged groups are marginalized in the healthcare system and vulnerable on multiple levels; health professionals' implicit biases can further exacerbate these existing disadvantages.
Interventions or strategies designed to reduce implicit bias may be categorized as change-based or control-based. Change-based interventions focus on reducing or changing cognitive associations underlying implicit biases. These interventions might include challenging stereotypes. Conversely, control-based interventions involve reducing the effects of the implicit bias on the individual's behaviors. These strategies include increasing awareness of biased thoughts and responses. The two types of interventions are not mutually exclusive and may be used synergistically.