Nursing Isn't Just "She/Her/Hers" Anymore: Using Gender-Neutral Language in Nursing Education.

Abstract

Background: Although some nursing programs have adopted gender-neutral language practices, adoption remains inconsistent, and gendered terminology continues to appear in nursing education. This curricular initiative integrated gender-neutral language to foster inclusive learning environments.

Method: The gender-neutral language integration (GNLI) framework was implemented through syllabus revisions, faculty development workshops, and redesigned high-fidelity simulations. Singular they/them/their pronouns were integrated across course materials and clinical teaching strategies.

Results: Outcomes were assessed through curricular audits, faculty adoption of inclusive language, and qualitative student feedback from course evaluations and simulation debriefings. Faculty reported increased confidence modeling inclusive communication, and students described increased awareness of respectful, patient-centered language practices.

Conclusion: Integrating gender-neutral language represents a practical curricular strategy that supports inclusive learning environments and prepares nursing students to communicate respectfully with diverse patient populations. Future research should examine student belonging, communication competence, and clinical behaviors.