Confidence, commitment, and control: Nursing faculty experiences with teaching LGBTQ+ health

IF 3.6 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Nurse Education Today Pub Date : 2025-04-03 DOI:10.1016/j.nedt.2025.106736

Caitlin M. Nye , Jennifer A. Livingston , Athena D.F. Sherman , Kelly Foltz-Ramos , Amy Hequembourg

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引用次数: 0

Abstract

Aim

This study was conducted to examine associations between facilitators and barriers to inclusion of LGBTQ+ content in nursing education, as well as to describe the experiences of pre-licensure nursing faculty with including LGBTQ+ content in their teaching.

Background

Nursing faculty are charged with preparing students to provide equitable and ethical care for LGBTQ+ patients and populations. Prior research in this area largely focuses on student outcomes related to inclusion of LGBTQ+ topics, rather than on faculty experiences of including this content.

Methods

Nursing faculty in the United States (U.S.) who teach in pre-licensure nursing programs were eligible to participate. Non-probability purposive sampling and snowball sampling were utilized for this cross-sectional survey study. The survey measured control over curricular content, confidence with LGBTQ+ content, facilitators, and barriers to LGBTQ+ health content inclusion in curricula, and inclusion of LGBTQ+ content. Free-text items explored faculty experiences of including LGBTQ+ content. Descriptive and correlational statistical analyses were performed and directed content analysis was applied to the free-text data.

Results

Respondents (N = 196) were predominantly faculty teaching in pre-licensure baccalaureate programs (70.6 %), representing schools of nursing from 41 U.S. states. Confidence with LGBTQ+ inclusivity (r = 0.669), general authority over curricula (r = 0.240), inadequate training (r = −0.427), and insufficient knowledge (r = −0.383) were all found to have statistically significant associations with LGBTQ+ health content inclusion. Additionally, commitment to LGBTQ+ inclusion was a prominent theme associated with LGBTQ+ health content inclusion.

Conclusion

This study reveals the importance of faculty confidence with LGBTQ+ inclusivity within and outside the formal curriculum, as well as commitment to LGBTQ+ inclusion. These key factors may promote greater inclusion of LGBTQ+ health topics across the lifespan and across the curriculum.

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来源期刊

Nurse Education Today 医学-护理

CiteScore

6.90

自引率

12.80%

发文量

349

审稿时长

58 days

期刊介绍： Nurse Education Today is the leading international journal providing a forum for the publication of high quality original research, review and debate in the discussion of nursing, midwifery and interprofessional health care education, publishing papers which contribute to the advancement of educational theory and pedagogy that support the evidence-based practice for educationalists worldwide. The journal stimulates and values critical scholarly debate on issues that have strategic relevance for leaders of health care education. The journal publishes the highest quality scholarly contributions reflecting the diversity of people, health and education systems worldwide, by publishing research that employs rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of education and systems globally. The journal will publish papers that show depth, rigour, originality and high standards of presentation, in particular, work that is original, analytical and constructively critical of both previous work and current initiatives. Authors are invited to submit original research, systematic and scholarly reviews, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing and related health care education, and which will meet and develop the journal''s high academic and ethical standards.