Briefly, could you please outline your career and position at King’s?
I started my working life as a professional actor and came into mental health nursing as a mature student. Within the NHS, I worked in the areas of neuropsychiatry and community mental health. During this time, I completed a Masters in Psychodynamic Psychotherapy which really informed my clinical work. I moved to academia in 2017 when I was offered a lecturing position at the University of Hertfordshire. I commenced my position at King’s in 2019 as a Lecturer in Mental Health Nursing Education. I am currently the Programme Lead for the Nursing with Registration as a Mental Health Nurse BSc Programme. I have also led various modules within the Mental Health Nursing Department and teach on various programmes within the Faculty. I am currently undertaking a doctorate in education
As programme lead for BSc Nursing with Registration as a Mental Health Nurse, you are involved in delivering LGBTQ+ healthcare teaching for that programme and also for one of the modules on the Physiotherapy programme in the Faculty of Life Sciences and Medicine. Could you share a brief overview of what you teach students in these areas?
It is always challenging to capture all the health-related needs of the LGBTQ+ community. In my teaching, I try and navigate some of the terminology, for example, the difference between sex, sexuality and gender and how they relate to each other. I explore some of the historical issues that have contributed to the stigma that the LGBTQ+ community encounter and the minority stress they experience, not forgetting the strength and resilience of these communities in managing these. I explore some of the experiences they may have when accessing health services along with the mental, physical and social difficulties affecting them. Finally, I explore what healthcare professionals can do to improve care for the LGBTQ+ community. Students appear to value these sessions, and I also feel that they allow our LGBTQ+ students to be seen and represented within the curriculum, this is the feedback that I have got from students.
What are the sensitivities of teaching this topic to students?
I think students have different levels of knowledge and understanding when it comes to the LGBTQ+ community. Some may be very familiar with the issues affecting them and others not. Belonging to the LGBTQ+ community inevitably involves a political dimension. By that I mean, that in their resilience the LGBTQ+ community has often had to be active in fighting for their rights when political, medical or legal decisions have been made that impact on their lives and freedoms. Addressing some of these issues may be sensitive and uncomfortable at times. Students may have their own views about these issues, or some have been affected by them. This means that as an educator I need to provide a safe learning space to explore what may come up so that everyone can be heard, develop and learn.
Are you involved in any LGBTQ+ professional networks or work/research? If so, how do they influence and affect your work?
Yes, I am a member of the LGBTQ+ Healthcare Network for Nursing and Midwifery Academics. Within this network new research in the area is presented, reading lists and resources are disseminated and training is provided. I have utilised knowledge and resources gained through the network to continue developing teaching material on LGBTQ+ healthcare. I also try and disseminate information about any training events, reading lists or learning resources as and when I get them.