Hemşirelik Öğrencilerinin LGBTİ Sosyal Medya Fenomenlerine Bağlanmışlık Düzeyi ile LGBTİ Bireylere Yönelik Tutumları Arasındaki İlişki

Öz

Bu çalışmada hemşirelik bölümü öğrencilerinin Lezbiyen, Gey, Biseksüel, Trans, İnterseks (LGBTİ) sosyal medya fenomenlerine bağlanmışlık düzeyi ile LGBTİ bireylere yönelik tutumları arasındaki ilişkinin belirlenmesi amaçlanmıştır. Kesitsel özellikteki bu çalışma 2022/2023 eğitim öğretim döneminde öğrenim gören bir Devlet Üniversitesinin Hemşirelik Bölümü öğrencilerinden gönüllü katılım sağlayan 265 öğrenci ile yürütüldü. Veriler araştırmacılar tarafından literatür incelenerek hazırlanan bir anket formu, LGBTİ Bireylere Yönelik Tutum Ölçeği ve Takipçiler Nezdinde Sosyal Medya Fenomenlerinin (SMF) Kanaat Önderliği Ölçeği ile toplandı. Bulgular; Araştırmaya katılan hemşirelik öğrencilerinin yaş ortalaması 20.87 ± 1.75 olup, 85.7%’si kadındır. LGBTİ Bireylere Yönelik Tutum ölçeğinin “Ötekileştirilme” ve “Hastalık” alt boyutları ile SMF Kanaat Önderliği ölçeğinin “Eğlence” alt boyutu arasında negatif yönde zayıf bir korelasyon bulunmuştur. LGBTİ Bireylere Yönelik Tutum ölçeğinin “Aşırıya Kaçma” alt boyutu ile SMF Kanaat Önderliği ölçeğinin “Yakınlık”, “Güven”, “Eğlence” alt boyutları ve toplam puanı arasında negatif yönde zayıf korelasyonlar bulunmuştur. LGBTİ Bireylere Yönelik Tutum ölçeğinin alt boyutları ve toplam puanı ile cinsiyetin kadın olması, herhangi bir inanca sahip olmama ve annenin eğitim düzeyi değişkenlerine göre anlamlı fark yarattığı belirlenmiştir (p < .05). SMF Kanaat Önderliği ölçeğinin “Eğlence” alt boyutu ile kadın olmak, annenin eğitim düzeyinin yüksek olması, ekonomik düzeyin yüksek olması değişkenleri ve “Yakınlık” alt boyutu ile kadın olma değişkeni açısından anlamlı farklılık göstermektedir. Sonuç olarak sosyal medyada LGBTİ fenomenleri eğlence amaçlı takip eden hemşirelik öğrencileri fenomenleri ötekileştirmeden, hasta olarak görmeden, aşırıya kaçtığını düşünmeden takip ederken; LGBTİ fenomenlere kendini yakın hisseden ve güvenerek takip eden öğrenciler LGBTİ bireylerin aşırıya kaçtığını düşünmeden takip etmektedir. Hemşirelik öğrencilerinin hasta bakımında, LGBTİ fenomeni ile birey etkileşiminin, LGBTİ bireylere yönelik daha olumlu tutumlar geliştirmelerinde etkili olduğu düşünülmektedir.

Anahtar Kelimeler

• LGBTİ
• TUTUM
• SOSYAL MEDYA FENOMENİ
• HEMŞİRELİK

The Relationship Between Nursing Students’ Level of Attachment to LGBTI Social Media Phenomena and Their Attitudes Towards LGBTI Individuals

Abstract

In this study, it was aimed to determine the relationship between nursing students’ level of attachment to Lesbian, Gay, Bisexual, Trans, and Intersex (LGBTI) social media phenomenon (SMP) and their attitudes towards LGBTI individuals. This cross-sectional study was conducted with 265 students who voluntarily participated in the Nursing Department of a State University in the 2022–2023 academic year. The data were collected with a questionnaire form prepared by the researchers by examining the literature, the Attitude Towards LGBTI Individuals Scale, and the Scale of Opinion Leadership of SMP in the Perception of Followers. Results: The mean age of the nursing students participating in the study was 20.87 ± 1.75 and 85.7% of them were female. A weak negative correlation was found between the “Othering” and “Illness” sub-dimensions of the Attitude Towards LGBTI Individuals Scale and the “Fun” sub-dimension of the SMP Opinion Leadership Scale. Weak negative correlations were found between the ‘extremism’ sub-dimension of the Attitude Towards LGBTI Individuals Scale and the “Closeness”, “Trust”, “Fun” sub-dimensions and total score of the SMP Opinion Leadership Scale. It was found that the sub-dimensions and total score of the Attitude Towards LGBTI Individuals Scale showed a significant difference according to the variables of being female, not having any belief and mother’s education level (p < .05). There is a significant difference between the “Fun” sub-dimension of the SMP Opinion Leadership Scale and the variables of being female, having a high level of mother’s education, having a high economic level, and between the “Closeness” sub-dimension and being female. As a result, nursing students who follow LGBTI phenomena on social media for entertainment purposes follow the phenomena without othering them, without seeing them as patient, without thinking that they are excessive, while students who feel close to LGBTI phenomena and follow them with trust follow them without thinking that LGBTI individuals are excessive. It is thought that the interaction of nursing students with LGBTI phenomenon in patient care is effective in developing more positive attitudes towards LGBTI individuals.

Keywords

• LGBTI
• Social Media Phenomenon
• Attitude
• Nursing

Kaynakça

1. Acker, G. M. (2017). Transphobia among students majoring in the helping professions. Journal of Homosexuality, 64(14), 2011–2029. https://doi.org/10.1080/00918369.2017.1293404
2. Aleshire, M. E., Ashford, K., Fallin-Bennett, A., & Hatcher, J. (2019). Primary care providers’ attitudes related to LGBTQ people: A narrative literature review. Health Promotion Practice, 20(2), 173–187. https://doi.org/10.1177/1524839918778835
3. Aslan, M., & Paslı Gürdoğan, E. (2024). The nursing community’s discriminatory attitude towards LGBTQ individuals. International Journal of Human Rights in Healthcare, 17(1), 12–25. https://doi.org/10.1108/IJHRH-11-2019-0087
4. Bariola, E., Lyons, A., Leonard, W., Pitts, M., Badcock, P., & Couch, M. (2015). Demographic and psychosocial factors associated with psychological distress and resilience among transgender individuals. American Journal of Public Health, 105(10), 2108–2116. https://doi.org/10.2105/AJPH.2015.302763
5. Berger, M. N., Taba, M., Marino, J. L., Lim, M. S. C., & Skinner, R. S. (2022). Social media use and health and well-being of lesbian, gay, bisexual, transgender, and queer youth: Systematic review. Journal of Medical Internet Research, 24(9), e38449. https://doi.org/10.2196/38449
6. Brown, C., Keller, C. J., Brownfield, J. M., & Lee, R. (2017). Predicting trans-inclusive attitudes of undergraduate nursing students. Journal of Nursing Education, 56(11), 660–669. https://doi.org/10.3928/01484834-20171020-05
7. Burke, M., & Kraut, R. E. (2016). The relationship between Facebook use and well-being depends on communication type and tie strength. Journal of Computer-Mediated Communication, 21(4), 265–281. https://doi.org/10.1111/jcc4.12162
8. Cahill, S., & Makadon, H. (2014). Sexual orientation and gender identity data collection in clinical settings and in electronic health records: A key to ending LGBT health disparities. LGBT Health, 1(1), 34–41. https://doi.org/10.1089/lgbt.2013.0001

9. Carabez, R., Pellegrini, M., Mankovitz, A., Eliason, M. J., & Dariotis, W. M. (2015). Nursing students’ perceptions of their knowledge of lesbian, gay, bisexual, and transgender issues: Effectiveness of a multi-purpose assignment in a public health nursing class. Journal of Nursing Education, 54(1), 50–53. https://doi.org/10.3928/01484834-20141228-03
10. Chapman, R., Watkins, R., Zappia, T., Nicol, P., & Shields, L. (2012). Nursing and medical students’ attitude, knowledge and beliefs regarding lesbian, gay, bisexual and transgender parents seeking health care for their children. Journal of Clinical Nursing, 21(7–8), 938–945. https://doi.org/10.1111/j.1365-2702.2011.03892.x
11. Craig, S. L., Eaton, A. D., McInroy, L. B., Leung, V. W. Y., & Krishnan, S. (2021). Can social media participation enhance LGBTQ+ youth well-being? Development of the social media benefits scale. Social Media + Society, 7(1), 205630512198893. https://doi.org/10.1177/2056305121988931
12. Çiçek, K., Turanlı, A., & Sapancı, A. (2017). Attitude scale towards LGBTI individuals: Validity and reliability study. Journal of Pedagogical Research, 1(1), 34–42.
13. Donisi, V., Amaddeo, F., Zakrzewska, K., Farinella, F., Davies, R., Gios, L., Sherriff, N., Zeeman, L., McGlynn, N., Browne, K., Pawlęga, M., Rodzinka, M., Pinto, N., Hugendubel, K., Russell, C., Costongs, C., Sanchez-Lambert, J., Mirandola, M., & Rosińska, M. (2020). Training healthcare professionals in LGBTI cultural competencies: Exploratory findings from the Health4LGBTI pilot project. Patient Education and Counseling, 103(5), 978–987. https://doi.org/10.1016/j.pec.2019.12.007
14. Duke, V. J. A., Anstey, A., Carter, S., Gosse, N., Hutchens, K. M., & Marsh, J. A. (2017). Social media in nurse education: Utilization and e-professionalism. Nurse Education Today, 57, 8–13. https://doi.org/10.1016/j.nedt.2017.06.009
15. Elboğa, G., Kocamer Şahin, Ş., Demir, B., Özdamar, Ü. G., Alparslan, B., Altıntaş, E., Marangoz, T. K., Güneyligil Kazaz, T., & Altındağ, A. (2024). LGBTI healthcare in medical education. The Journal of Nervous and Mental Disease, 212(5), 284–288. https://doi.org/10.1097/NMD.0000000000001729
16. Ersoy, G., Akrep, A., Gönen, Ç. A., & Gölge, B. Z. (2024). Attitudes among physicians towards transgender and gender diverse people in Turkey: Relationship with religiousness, political view and conservatism. Sociology of Health & Illness, 46(8), 1686–1708. https://doi.org/10.1111/1467-9566.13809
17. Friedman Burley, J., Du Mont, J., Reid, A., & Macdonald, S. (2023). Promoting awareness to counter damaging attitudes, beliefs, and reactions related to sexual assault against trans people: A social media campaign for health and social service providers. Health Promotion Practice, 24(4), 706–712. https://doi.org/10.1177/15248399221074981
18. Gelinas, L., Pierce, R., Winkler, S., Cohen, I. G., Fernandez Lynch, H., & Bierer, B. E. (2017). Using social media as a research recruitment tool: Ethical issues and recommendations. The American Journal of Bioethics, 17(3), 3–14. https://doi.org/10.1080/15265161.2016.1276644
19. Günbegi, M., Uygul Sazak, E., Turla, A., & Aydın, B. (2022). Experiences of LGBTI+ individuals in accessing right to health: A survey study from Turkey. African Health Sciences, 22(4), 325–333. https://doi.org/10.4314/ahs.v22i4.38
20. İnce Yenilmez, M. (2021). LGBTQIs in Turkey: The challenges and resilience of this marginalized group. Sex Research and Social Policy, 18, 440–449. https://doi.org/10.1007/s13178-020-00471-9
21. Kates, J., Ranji, U., Beamesderfer, A., Salganicoff, A., & Dawson, L. (2018). Health and access to care and coverage for lesbian, gay, bisexual, and transgender individuals in the U.S. Kaiser Family Foundation.
22. Küçükkaya, B., & Kahyaoğlu Süt, H. (2018). Hemşirelik bölümü öğrencilerinin lezbiyen, gey, biseksüel, transgender ve interseks (LGBTİ) bireylere ilişkin tutumları. Sürekli Tıp Eğitimi Dergisi, 27(6), 373–383.
23. Kwak, H. W., & Kim, M. Y. (2019). Severity and influencing factors of homophobia in Korean nursing students. International Journal of Environmental Research and Public Health, 16(23), 4692. https://doi.org/10.3390/ijerph16234692
24. Lim, F. A., & Hsu, R. (2016). Nursing students’ attitudes toward lesbian, gay, bisexual, and transgender persons. Nursing Education Perspectives, 37(3), 144–152. https://doi.org/10.1097/01.NEP.0000000000000004
25. Lissitsa, S., & Kushnirovich, N. (2021). Coevolution between parasocial interaction in digital media and social contact with LGBT people. Journal of Homosexuality, 68(14), 2509–2532. https://doi.org/10.1080/00918369.2020.1809891
26. Margolies, L., & Brown, C. G. (2019). Increasing cultural competence with LGBTQ patients. Nursing, 49(6), 34–40. https://doi.org/10.1097/01.NURSE.0000558088.77604.24
27. Maruca, A. T., Diaz, D. A., Stockmann, C., & Gonzalez, L. (2018). Using simulation with nursing students to promote affirmative practice toward the lesbian, gay, bisexual, and transgender population: A multisite study. Nursing Education Perspectives, 39(4), 225–229. https://doi.org/10.1097/01.NEP.0000000000000302
28. Mather, C., Cummings, E., & Nichols, L. (2016). Social media training for professional identity development in undergraduate nurses. Studies in Health Technology and Informatics, 225, 344–348.
29. McCann, E., & Brown, M. (2018). The inclusion of LGBT+ health issues within undergraduate healthcare education and professional training programmes: A systematic review. Nurse Education Today, 64, 204–214. https://doi.org/10.1016/j.nedt.2018.02.028
30. McCann, E., & Sharek, D. (2016). Mental health needs of people who identify as transgender: A review of the literature. Archives of Psychiatric Nursing, 30(2), 280–285. https://doi.org/10.1016/j.apnu.2015.07.003
31. McGlynn, N., Browne, K., Sherriff, N., Zeeman, L., Mirandola, M., Gios, L., Davis, R., Donisi, V., Farinella, F., Rosińska, M., Niedźwiedzka-Stadnik, M., Pierson, A., Pinto, N., & Hugendubel, K. (2020). Healthcare professionals’ assumptions as barriers to LGBTI healthcare. Culture, Health & Sexuality, 22(8), 954–970. https://doi.org/10.1080/13691058.2019.1643499
32. Moleiro, C., & Pinto, N. (2015). Sexual orientation and gender identity: Review of concepts, controversies and their relation to psychopathology classification systems. Frontiers in Psychology, 6, 1511. https://doi.org/10.3389/fpsyg.2015.01511
33. Nyangeni, T., Du Rand, S., & Van Rooyen, D. (2015). Perceptions of nursing students regarding responsible use of social media in the Eastern Cape. Curationis, 38(2), e1496. https://doi.org/10.4102/curationis.v38i2.1496
34. Öcalan, S., & Hiçdurmaz, D. (2024). Klinik hemşirelerinin LGBTİ bireylere ilişkin düşünceleri: Türkiye’den kesitsel tanımlayıcı bir çalışma. Etkili Hemşirelik Dergisi, 17(1), 12–24. https://doi.org/10.46483/deuhfed.1161605
35. Özdemir, R. C., & Erenoğlu, R. (2022). Attitudes of nursing students towards LGBT individuals and the affecting factors. Perspectives in Psychiatric Care, 58(1), 239–247. https://doi.org/10.1111/ppc.12941
36. Özkara, S. E., Maneval, R., Gross, R. E., & Myers, P. (2019). Transgender standardized patient simulation: Management of an oncological emergency. Journal of Transcultural Nursing, 30(6), 627–635. https://doi.org/10.1177/1043659619849479
37. Öztürk Çiçekoğlu, P., & Duran, S. (2022). Hemşirelik öğrencilerinin homofobik tutumu, empatik becerileri ve etkileyen faktörlerin incelenmesi. Hacettepe Üniversitesi Hemşirelik Fakültesi Dergisi, 9(2), 207–215. https://doi.org/10.31125/hunhemsire.1167331
38. Özyer, Y., & Özcan, E. (2022). Comparison of the attitudes of nursing department students who took and did not take gender lessons towards LGBTI individuals. Turkish Journal of Bioethics, 9(2), 56–65. https://doi.org/10.5505/tjob.2022.48802
39. Rowniak, S. R. (2015). Factors related to homophobia among nursing students. Journal of Homosexuality, 62(9), 1228–1240. https://doi.org/10.1080/00918369.2015.1037135
40. Saraç, L. (2015). Relationships between religiosity level and attitudes toward lesbians and gay men among Turkish university students. Journal of Homosexuality, 62(4), 481–494. https://doi.org/10.1080/00918369.2014.983386
41. Sholeye, O. O., Animasahun, V. J., & Oyelekan, A. A. (2018). Medical students’ perception of sexual orientation in Sagamu, Southwestern Nigeria: Implications for access to HIV care. International Journal of Human Rights in Healthcare, 11(5), 347–355. https://doi.org/10.1108/IJHRH-10-2017-0066
42. Strong, K. L., & Folse, V. N. (2015). Assessing undergraduate nursing students’ knowledge, attitudes, and cultural competence in caring for lesbian, gay, bisexual, and transgender patients. Journal of Nursing Education, 54(1), 45–49. https://doi.org/10.3928/01484834-20141224-07
43. Şahin, N. E., Aslan, F., & Emiroğlu, B. O. (2020). Health status, health behaviours and healthcare access of lesbian, gay, bisexual and transgender populations in Turkey. Scandinavian Journal of Caring Sciences, 34(1), 239–246. https://doi.org/10.1111/scs.12759
44. Tam, M. S. (2020). Takipçiler nezdinde sosyal medya fenomenlerinin kanaat önderliği ölçeği. Iğdır Üniversitesi Sosyal Bilimler Dergisi, 23, 481–502.
45. University of California, Los Angeles (UCLA). (2019). Social acceptance of LGBT people in 174 countries, 1981 to 2017. The Williams Institute. https://williamsinstitute.law.ucla.edu/wp-content/uploads/Global-Acceptance-Index-LGBTOct-2019.pdf
46. Unlu, H., Beduk, T., & Duyan, V. (2016). The attitudes of the undergraduate nursing students towards lesbian women and gay men. Journal of Clinical Nursing, 25(23–24), 3697–3706. https://doi.org/10.1111/jocn.13347
47. Valfort, M. (2017). LGBTI in OECD countries: A review. OECD Social, Employment and Migration Working Papers, No. 198. OECD Publishing. https://doi.org/10.1787/22051734
48. We Are Social. (2023). The changing world of digital in 2023. https://wearesocial.com
49. Yılmaz, V. D., Değirmenci, F., Aksoy, A., Buldum, A., & Aksu, A. (2022). University students’ attitudes toward homophobia and related factors. Clinical and Experimental Health Sciences, 12(3), 582–586. https://doi.org/10.33808/clinexphealthsci.923740
50. Zeeman, L., Sherriff, N., Browne, K., McGlynn, N., Mirandola, M., Gios, L., Davis, R., Sanchez-Lambert, J., Aujean, S., Pinto, N., Amaddeo, F., Farinella, F., Donisi, V., Niedźwiedzka-Stadnik, M., Rosińska, M., & Pierson, A. (2019). A review of lesbian, gay, bisexual, trans and intersex (LGBTI) health and healthcare inequalities. European Journal of Public Health, 29(5), 974–980. https://doi.org/10.1093/eurpub/cky226