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.
| Original language | English (US) |
|---|---|
| Article number | 101907 |
| Journal | Nursing outlook |
| Volume | 71 |
| Issue number | 2 |
| DOIs | |
| State | Published - Mar 1 2023 |
Bibliographical note
Funding Information:Research reported in this publication was supported by the National Institute Of Nursing Research of the National Institutes of Health under Award Number K23NR020208. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health. The authors extend their gratitude to: Dr. Thomas L. Christenbery, Vanderbilt University, in memorium; members of the First National LGBTQ Nursing Summit (FNLNS) Education Committee, Practicing Nurse, and Faculty subcommittees; and to all of the 2019 FNLNS participants and members of the advisory board.
Funding Information:
Research reported in this publication was supported by the National Institute Of Nursing Research of the National Institutes of Health under Award Number K23NR020208. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health. The authors extend their gratitude to: Dr. Thomas L. Christenbery, Vanderbilt University, in memorium; members of the First National LGBTQ Nursing Summit (FNLNS) Education Committee, Practicing Nurse, and Faculty subcommittees; and to all of the 2019 FNLNS participants and members of the advisory board.
Publisher Copyright:
© 2022 Elsevier Inc.
Keywords
- Education
- LGBTQ
- Nursing
- Nursing curriculum
- Nursing students
- Sexual and gender minorities
PubMed: MeSH publication types
- Systematic Review
- Journal Article
- Research Support, N.I.H., Extramural
