UBEL Logo
Linkedin

Martin Gozzi (they/them)

Department, Institution: IOE, UCL
UBEL Pathway: Knowledge Evidence and Policy
Supervisor: Dr Dylan Kneale and Dr Preethy D’Souza
Contact details: stnzmgo@ucl.ac.uk
Social Media: X: mxmartin___
LinkedIn: https://www.linkedin.com/in/martin-gozzi-1b1057169?utm_source=share&utm_campaign=share_via&utm_content=profile&utm_medium=ios_app
About Me:

I have a background in sociology, specialising in LGBTQ+ studies. I earned my MPhil in Sociology from the University of Cambridge, focusing on trans* social media activism and gender discourse. My work has combined feminist theory, queer theory, and digital ethnography, exploring how gender identities are expressed and contested in online spaces.

I have experience working in research and policy, notably as a research assistant at the University of Winchester and UCL, a data analyst for the Office for National Statistics, and a Data for Policy Fellow and at UCL. My experiences span various research methodologies, data analysis, education and healthcare projects, and social justice research.

For my PhD project, I will be working on understanding how to integrate LGBTQ+ health education into mental health nursing curricula to address healthcare disparities and foster inclusive care for marginalised communities. Additionally, I have been supporting my PI with her project on social determinants of (in)fertility and I am interested in the intersection between social determinants of (in)fertility and fertility outcomes for LGBTQ+ individuals.

My Research:

My research seeks to address the pervasive disparities in healthcare faced by LGBTQ+ individuals, particularly within mental health settings. By focusing on mental health nursing education in the UK, this project aims to contribute to creating equitable, affirming, and responsive healthcare for LGBTQ+ individuals. Improving the curriculum of mental health nursing education is essential for addressing disparities concerning LGBTQ+ individuals when accessing healthcare services. When healthcare professionals, including mental health nurses, lack sufficient education about LGBTQ+ health, they may feel unprepared to provide appropriate care to LGBTQ+ patients. This unpreparedness can burden the country’s public health efforts, as it hinders the delivery of effective and inclusive healthcare services to all individuals, regardless of sexual orientation or gender identity. Therefore, improving LGBTQ+ health education within nursing programmes is crucial for ensuring that healthcare professionals are equipped to meet the diverse needs of their patients and promote health equity. As highlighted by Tedros Adhanom Ghebreyesus, the Director-General of the World Health Organization (WHO), nurses serve as the ‘backbone’ of any healthcare system. Thus, focusing on mental health nursing education provides a crucial starting point to evaluate the incorporation of LGBTQ+ health issues, readiness among students, perspectives of educators, and the knowledge and sensitivity of healthcare professionals, all aimed at enhancing support for the LGBTQ+ community.

An initial mapping of the literature outlines several overarching themes concerning mental health professionals’ knowledge of LGBTQ+ health needs. These include:

  1. Deficiencies in LGBTQ+ health education provided to health professionals.
  2. Discriminatory experiences and barriers to care.
  3. Poor awareness of LGBTQ+ needs among service healthcare providers.

 

Methods:

Through systematic reviews, document analysis, and interviews with educators, students, and international institutions, the project identifies best practices and strategies to promote inclusive healthcare and enhance mental health support for LGBTQ+ communities.

Impact of My Research:

This study aims to enhance healthcare equity by incorporating LGBTQ+ health topics, evaluating students’ preparedness and educator perspectives, and examining mental health professionals’ knowledge of LGBTQ+ health requirements.

Findings hold policy implications for stakeholders like the Nursing and Midwifery Council, Health Education England, NHS Trusts, and Higher Education Institutions. The synthesis of systematic review, document analysis and qualitative data will inform recommendations to enhance mental health nursing education and LGBTQ+ inclusivity.

Possible key recommendations stemming from this research:

  1. Incorporating comprehensive LGBTQ+ health education into mental health nursing curricula to ensure students are prepared to provide inclusive care.
  2. Providing ongoing training for mental health professionals to enhance their skills in addressing the needs of LGBTQ+ individuals.
  3. Implementing policies and guidelines within NHS Trusts to promote LGBTQ+ inclusivity and combat discrimination and prejudice.
  4. Collaborating with HE and NMC to develop standardised guidelines for LGBTQ+ health education across nursing programmes.