Graduate Nursing Faculty Perceptions of LGBTQ+ Health Curriculum
A Mixed-Methods Study
Bibliographic Data
| ID | 21455709 |
|---|---|
| Authors | Skylar Patron (Simmons University), Jennifer A Moyse |
| Year | 2024 |
| Volume | 63 |
| Issue | 2 |
| Pages | 65-71 |
| Publication date | 2024-02-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Nursing Education (JOURNAL) |
| Journal identifiers | ISSN: 0148-4834 • E-ISSN: 1938-2421 |
| Publisher | SLACK, Inc (PUBLISHER) |
| DOI | 10.3928/01484834-20231205-06 |
| PMID | 38316157 |
| OpenAlex | W4392735027 |
| Language | EN |
| Citations received | 2 |
| References cited | 10 |
BACKGROUND: The lesbian, gay, bisexual, transgender, and queer (LGBTQ+) community experiences profound health disparities due to discrimination and lack of health care provider knowledge. Although data exist about undergraduate nursing and medical school education on LGBTQ+ topics, there is a gap in understanding graduate nursing schools' preparation of nurse practitioners. METHOD: A survey measuring faculty perceptions of LGBTQ+ health curricula was sent to graduate nursing schools to collect both qualitative and quantitative data. RESULTS: Graduate nursing faculty spent a median of 3 hours teaching LGBTQ+ health topics. LGBTQ+ health content in their courses was limited despite their awareness of LGBTQ+ topics, their readiness to include it, and their belief in the importance of including such topics. Respondents indicated a lack of resources and knowledge about where to start and identified a need for support from their institution. CONCLUSION
Curriculum · Health care · Lesbian · Medical education · Nurse education · Pedagogy · Perception · Political science · Queer · Transgender · African Sexualities and LGBTQ+ Issues · LGBTQ Health, Identity, and Policy · Medicine · Nursing · Psychology · Sex and Gender in Healthcare
| Citations per year | 2 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |