Summary
Individuals in society are exposed to influences that impact their willingness and ability to learn. Therefore, it is crucial to acknowledge the impact of culture, gender, and socioeconomic factors on learning abilities to ensure that education initiatives yield expected results. This essay outlines the recommended teaching strategies in an education session about smoking, alcohol, and drug abuse to cis men, cis women, and individuals in the LGBTQ community.
Cis Men
Men and women have different learning styles and orientations that depend on past experiences, interests, and social and biological roles. Moreover, they express themselves in different ways using signs and symbols. When working with men, it is vital to avoid assumptions about the family structure, lifestyle, and sexual orientation (Bastable & Sopcyzk, 2014). Moreover, nurses should not assume that the term spouse refers to a member of the opposite sex.
Cis Women
Similarly, it is essential to avoid stereotypic approaches when working with women. A medical practitioner should never assume that an individual is heterosexual even if she has been married to a person of the opposite sex before. Additionally, women appreciate signs and symbols to show unity and support for positive outcomes (Bastable & Sopcyzk, 2014). Therefore, educators should learn the art of inquiry to assess a group, inform them of a cause, and formulate an intuitive session.
LGBTQ Community Members
LGBTQ individuals experience health disparities associated with stigma, structural barriers and culturally inappropriate care that discourages them from exposing their sexual orientation and accessing care. When dealing with LGBTQ individuals, educators should create an environment that welcomes and accommodates them by adopting signs and learning labels, terms, and language characteristics for effective communication. Moreover, educators can use symbols, posts, or brochures that address rights and LGBTQ issues (Bastable & Sopcyzk, 2014). Educators should also acknowledge their presence by setting up unisex bathrooms and engaging them to contribute to the lesson concepts.
References
Bastable, S. B., & Sopcyzk, D. L. (2014). Gender, socioeconomic, and cultural attributes of the learner. Nurse as educator: Principles of teaching and learning for nursing practice, 313-368.