Developing a Primary Health Care Qualification Program to Promote Inclusive Care for LGBTQIAPN+ Populations within Brazil’s Unified Health System
1
Pharmaceutical Services and Policies Postgraduate Program, Universidade Federal de Santa Catarina, Florianópolis, Brazil
2
RECOVER Injury Research Centre, University of Queensland, Brisbane, Australia
3
College of Pharmacy, Dalhousie University, Halifax, Canada
4
College of Medicine and Dentistry, James Cook University, Townsville, Australia
Popul. Med. 2026;8(Supplement Supplement 1):
ABSTRACT
ABSTRACT:
Background. Despite policy advances, LGBTQIAPN+ populations continue to face persistent barriers to accessing inclusive care within Brazil’s Unified Health System (SUS)[1-14]. Addressing these gaps requires a structured qualification within Primary Health Care (PHC) that promotes inclusive practices and interprofessional collaboration. This project aims to develop a program that fosters respect for diversity and inclusive care for LGBTQIAPN+ populations within PHC in the SUS. Methods. The study is organized into three phases. (1) Challenges, facilitators, and strategies related to inclusive care and inclusive work practices for LGBTQIAPN+ people in PHC will be identified through nationwide qualitative and quantitative surveys and in-depth interviews with health professionals[15-16], managers, and service users. Data collection instruments will be validated through a Delphi Panel[17], and a meta-synthesis of the literature will support the design of the interprofessional continuing education and capacity-building program[18]. (2) Models for the educational program and its evaluation are planned to be developed and validated through Delphi Panels[17]. Core competency frameworks for delivering humanized and inclusive care will be constructed based on empirical findings, literature evidence, and expert consensus, alongside the definition of pedagogical strategies to support professional qualification. Program evaluation will be structured according to Kirkpatrick’s four-level framework, assessing academic quality, social relevance, impact, and effectiveness[19]. (3) The program is planned to be implemented as a pilot in a municipality in southern Brazil, and its feasibility is to be assessed using the instruments developed in the previous phase. Results. As an ongoing study, the project is expected to generate validated competency frameworks, pedagogical strategies, and evaluation tools to support the qualification of PHC professionals and services for inclusive care. Conclusion. The project seeks to advance health equity and quality of life for LGBTQIAPN+ populations and support the institutionalization and implementation of inclusive practices in the SUS through continuing education and social participation.
Background. Despite policy advances, LGBTQIAPN+ populations continue to face persistent barriers to accessing inclusive care within Brazil’s Unified Health System (SUS)[1-14]. Addressing these gaps requires a structured qualification within Primary Health Care (PHC) that promotes inclusive practices and interprofessional collaboration. This project aims to develop a program that fosters respect for diversity and inclusive care for LGBTQIAPN+ populations within PHC in the SUS. Methods. The study is organized into three phases. (1) Challenges, facilitators, and strategies related to inclusive care and inclusive work practices for LGBTQIAPN+ people in PHC will be identified through nationwide qualitative and quantitative surveys and in-depth interviews with health professionals[15-16], managers, and service users. Data collection instruments will be validated through a Delphi Panel[17], and a meta-synthesis of the literature will support the design of the interprofessional continuing education and capacity-building program[18]. (2) Models for the educational program and its evaluation are planned to be developed and validated through Delphi Panels[17]. Core competency frameworks for delivering humanized and inclusive care will be constructed based on empirical findings, literature evidence, and expert consensus, alongside the definition of pedagogical strategies to support professional qualification. Program evaluation will be structured according to Kirkpatrick’s four-level framework, assessing academic quality, social relevance, impact, and effectiveness[19]. (3) The program is planned to be implemented as a pilot in a municipality in southern Brazil, and its feasibility is to be assessed using the instruments developed in the previous phase. Results. As an ongoing study, the project is expected to generate validated competency frameworks, pedagogical strategies, and evaluation tools to support the qualification of PHC professionals and services for inclusive care. Conclusion. The project seeks to advance health equity and quality of life for LGBTQIAPN+ populations and support the institutionalization and implementation of inclusive practices in the SUS through continuing education and social participation.
| eISSN: | 2654-1459 |
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