Highlights
- ·Lesbian, gay, bisexual, transgender, and queer plus (LGBTQ) educational interventions in nursing curricula are increasing
- ·Homophobia and transphobia persist among nursing students
- ·LGBTQ content in curricula can improve students’ knowledge, skills, and attitudes
- ·Students benefit from LGBTQ health didactic content and clinical experiences
Abstract
Background
Lesbian, gay, bisexual, transgender, and queer plus (LGBTQ) people experience discrimination
and health disparities compared to heterosexual cisgender people. Clinicians report
discomfort and insufficient preparation for providing care to LGBTQ people and nursing
has been slow to integrate LGBTQ health into curricula.
Purpose
Conduct a systematic review to examine and critically appraise peer-reviewed literature
on nursing student knowledge, skills, and attitudes (KSAs) regarding LGBTQ health
and the development/evaluation of LGBTQ health content in nursing curricula.
Methods
A systematic review was conducted (N = 1275 articles from PubMed, LGBT Health, CINAHL, ERIC, and Health Source-Nursing/Academic
Edition).
Findings
Twenty articles met inclusion criteria. Twelve studies described curricular interventions;
however, there were few validated tools to evaluate content coverage or KSAs. Four
themes emerged specific to LGBTQ health content inclusion.
Discussion
While an emerging science of LGBTQ nursing education has been identified, more work
is needed to build and evaluate a comprehensive curricular approach for full programmatic
integration of LGBTQ health.
Conclusion
As nursing programs build LGBTQ content into nursing curricula, care must be taken
to integrate this content fully with the depth of curricular content in population
health, social determinants of health, social justice, intersectionality, cultural
competence, and political advocacy.
Tweetable abstract
Greater integration of LGBTQ health content into nursing education should be a priority
for nursing education.
Keywords
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Article info
Publication history
Published online: January 07, 2023
Accepted:
December 13,
2022
Received in revised form:
November 9,
2022
Received:
September 6,
2022
Publication stage
In Press Journal Pre-ProofFootnotes
Declaration of Competing Interest: The authors have no conflicts of interest to disclose.
Identification
Copyright
© 2022 Elsevier Inc. All rights reserved.
