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Published on: June 21, 2010
Perceptions of Sexual and Gender Minority Content in Graduate Nursing Curricula
Jana L Lauderdale1, Sarah C Fogel, Mavis N Schorn
1About the Authors The authors are faculty at the Vanderbilt University School of Nursing, Nashville, Tennessee. Jana L. Lauderdale, PhD, RN, FAAN, is an associate professor of nursing. Sarah C. Fogel, PhD, RN, FAAN, and Mavis N. Schorn, PhD, CNE, CNM, FACNM, are professors of nursing. Mary S. Dietrich, PhD, is professor of statistics and measurement. For more information, contact Dr. Lauderdale at Jana.lauderdale@vanderbilt.edu.
Aim:
The aim of the study was to evaluate how faculty and nursing students perceive the importance of including sexual and gender minority (SGM) content in graduate curricula.
Background:
Nurses in education and practice must be culturally sensitive to the unique populations we serve and to the diversity represented in all health care environments.
Method:
Online secure web-based surveys were distributed to graduate nursing faculty and students in 2015 and 2017 employing a triangulated methodology.
Results:
Faculty and students responded that basic content and knowledge of clinical care for SGM populations are important. Thematic analysis of open-ended questions provided suggestions for improvement in curricula and within the learning environment.
Conclusion:
Continued development of faculty knowledge and application of SGM content in nursing curricula must meet student expectations and health needs of SGM populations.
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