Transgender curriculum inclusion: Perspectives from university students studying nursing and social work

Background

Despite established standards of care, gaps remain in transgender content across nursing and social work programs.

Aim

This study examines nursing and social work students’ perceptions of transgender curriculum inclusion, faculty support, and their confidence in providing transgender care.

Methods

A survey was conducted among students in baccalaureate and master’s programs at a university on the U.S. West Coast. Statistical analysis was used to assess differences between programs and examine demographic factors predicting responses on transgender content inclusion and classroom climate.

Results

Social work students were more likely to encounter transgender content and view faculty as allies compared to nursing students. Both groups reported limited clinical exposure to transgender clients but expressed moderate confidence in providing care.

Conclusions

Findings highlight the need for faculty education on transgender health, increased curriculum inclusion, and enhanced practical learning experiences to improve self-efficacy in caring for this population. Future research should focus on best practices for integrating transgender health education into professional training.