Approaches used to teach sexual and gender diversity to undergraduate nursing students: a scoping review protocol

This review will map the approaches used to teach sexual and gender diversity to undergraduate nursing students.

Sexual and gender diversity is an essential aspect of health equity, especially for people who are lesbian, gay, bisexual, transgender, queer, intersex, asexual, pansexual, non-binary, or of other affective-sexual orientations and gender identities (LGBTQIAPN+) who face significant inequities in health services. Scientific evidence highlights that nursing education on sexual and gender diversity reduces prejudice and inequalities in access to care. At the same time, insufficient coverage of sexual and gender diversity in nursing curricula compromises care quality and perpetuates inequalities, prejudices, discrimination, and negligence.

This review will include sources that discuss approaches to teaching sexual and gender diversity to undergraduate nursing students, irrespective of learner characteristics, language, publication date, or geographical context.

A scoping review will be performed using the JBI methodology. The search will include the following databases: CINAHL (EBSCOhost), PubMed, ERIC (US Department of Education), Scopus, LILACS, and Web of Science Core Collection. Gray literature will be searched in Google Scholar (first 100 results), ProQuest Dissertations and Theses (ProQuest), CAPES, LILACS Theses and Dissertations, and government reports or documents from civil society or international health organizations. Data extraction will be performed independently in pairs, with consensus rounds. Sources published in any language and year will be included. A descriptive analysis will be conducted to present the findings.

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