JOURNAL ARTICLE

Informing inclusive and affirmative hospital pharmacy services for 2SLGBTQ+ patients.

  • Published In: American Journal of Health-System Pharmacy, 2025, v. 82, n. 1. P. 79 1 of 3

  • Database: Academic Search Ultimate 2 of 3

  • Authored By: Kennedy, Zach J; Bogle, Darren; MacInnis, Melanie; Wilby, Kyle John 3 of 3

Abstract

This article examines the barriers and facilitators experienced by Canadian hospital pharmacists in providing care to two-spirit, lesbian, gay, bisexual, transgender, and queer (2SLGBTQ+) patients, a population known to face significant health disparities. Using a mixed-methods design involving surveys and interviews, the study identified individual, interpersonal, and systemic challenges, including pharmacists' lack of proficiency and confidence in discussing 2SLGBTQ+ health topics, fear of causing harm, limited organizational support, and insufficient resources and training. While most pharmacists expressed willingness to offer inclusive care and recognized the importance of addressing these disparities, they highlighted the need for comprehensive education, supportive workplace cultures, accessible clinical resources, and leadership engagement to improve care quality for 2SLGBTQ+ individuals. The findings underscore the importance of institutional commitment to equity and the development of safe, affirming environments within hospital pharmacy practice.

Additional Information

  • Source:American Journal of Health-System Pharmacy. 2025/01, Vol. 82, Issue 1, p79
  • Document Type:Article
  • Subject Area:Social Sciences and Humanities
  • Publication Date:2025
  • ISSN:1079-2082
  • DOI:10.1093/ajhp/zxae227
  • Accession Number:181734633
  • Copyright Statement:Copyright of American Journal of Health-System Pharmacy is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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