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Factors Influencing Faculty Decisions to Teach LGBTQ Content in Undergraduate Nursing Programs
Paige Marsh1, Remy Polster, George Ricco
1About the Authors Paige Marsh, BSN, RN, is a public health nurse, Hendricks County Health Department, Danville, Indiana. Remy Polster, BSN, RN, is a registered nurse, Franciscan St. Francis Health, Indianapolis, Indiana. George Ricco, PhD, is an assistant professor, University of Indianapolis R. B. Annis School of Engineering, Indianapolis, Indiana. S. Alexander Kemery, PhD, RN, is an associate professor, University of Indianapolis School of Nursing, Indianapolis, Indiana. The authors acknowledge the assistance of Danielle Sparling, BSN, RN; Rhiannon Sullivan, PhD, MHA, RN; Kimberly D. Acquaviva, PhD, MSW, CSE; and Diane Verrochi, MSN, RN, in the development of the instrument used in this study. For more information, contact Dr. Kemery at kemerya@uindy.edu.
Aim:
The purpose of this study was to identify factors influencing the decision to teach lesbian, gay, bisexual, transgender, and queer (LGBTQ) content in baccalaureate nursing programs and determine priority areas for future intervention.
Background:
LGBTQ people face a variety of health disparities. Lack of LGBTQ-focused education in nursing schools contributes to these disparities.
Method:
Using the theory of planned behavior as a framework, nurse educators from across the United States (n = 111) were surveyed on concepts that influenced their intention to teach LGBTQ content.
Results:
Average scores on items related to barriers, outcomes, control, norms, and attitudes were found to significantly correlate with the intention to teach LGBTQ content.
Conclusion:
Participants reported positive attitudes and some measure of control over curricula but did not indicate an intent to incorporate LGBTQ content. Lack of time, knowledge/competence, resources, and training were barriers. A toolkit to facilitate teaching LGBTQ content may increase inclusion in nursing curricula.
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