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Published on: June 21, 2010
Confidence, commitment, and control: Nursing faculty experiences with teaching LGBTQ+ health
Caitlin M Nye1, Jennifer A Livingston1, Athena D F Sherman2
1School of Nursing, State University of New York at Buffalo -, Buffalo, NY, United States of America.
Nurse Education Today
|April 9, 2025
Summary
Nursing faculty confidence and commitment are key to including LGBTQ+ health content in education. Addressing barriers like inadequate training improves equitable care preparation for all patients.
Area of Science:
- Nursing Education
- Health Equity
- LGBTQ+ Health
Background:
- Nursing faculty must prepare students for equitable care of LGBTQ+ individuals.
- Existing research often overlooks faculty experiences with LGBTQ+ content integration.
Purpose of the Study:
- Examine facilitators and barriers to including LGBTQ+ content in nursing education.
- Describe pre-licensure nursing faculty experiences with integrating LGBTQ+ topics.
Main Methods:
- Cross-sectional survey of 196 U.S. pre-licensure nursing faculty.
- Assessed curricular control, confidence, facilitators, barriers, and content inclusion.
- Qualitative analysis of faculty experiences with free-text responses.
Main Results:
- Faculty confidence (r=0.669) and curriculum control (r=0.240) positively associated with LGBTQ+ content inclusion.
- Inadequate training (r=-0.427) and insufficient knowledge (r=-0.383) were significant barriers.
- Faculty commitment to LGBTQ+ inclusion emerged as a key theme.
Conclusions:
- Faculty confidence and commitment are crucial for integrating LGBTQ+ health topics.
- These factors can drive broader curriculum inclusion of LGBTQ+ health across the lifespan.
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