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Nurse Educators' Perceptions of Teaching Patient-Centered LGBTQ+ Gender-Affirming Care to Undergraduate Students
Cibele C Webb1, Grace M Zablocki
1About the Authors Cibele C. Webb, PhD, MSNEd, RN, CNE, is an assistant professor, Saint Mary's College Department of Nursing Science, Notre Dame, Indiana. Grace M. Zablocki, BSN, RN, was a nursing student at Saint Mary's College when this study was conducted. Saint Mary's College provided a Student Independent Study and Research grant to support research activities between student Grace M. Zablocki and faculty Cibele C. Webb. The grant also supported travel and related expenses for the student to attend a professional conference. For more information, contact Dr. Webb at cwebb@saintmarys.edu.
Abstract:
Nurse educators are uniquely positioned to equip students with the knowledge, skills, and attitudes to provide LGBTQ+ persons with culturally congruent inclusive care. Using Quality and Safety Education for Nurses' patient-centered care competency as a framework, this study used a qualitative exploratory-descriptive design to investigate nine undergraduate nurse educators' perceptions of teaching LGBTQ+ gender-affirming care. Three themes emerged from the interviews denoting challenges: importance of patient-centered care, limited knowledge, and barriers to curricular integration. Incorporating LGBTQ+ topics across the undergraduate nursing curriculum is necessary to support the delivery of person-centered care.
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