Taiwanese nurse educators’ behaviour or intention to teach LGBT health content: A qualitative study

Abstract

AbstractAimTo explore factors associated with Taiwanese nurse educators’ behaviour or intention to teach lesbian, gay, bisexual and transgender (LGBT) health content.BackgroundNurse educators were found to have limited experiences and readiness to teach LGBT health content. However, limited evidence exists to comprehensively understand factors associated with nurse educators’ behaviour and intentions to teach LGBT health content.MethodsA qualitative descriptive study design was adopted. A total of 24 nurse educators were interviewed. One‐on‐one interviews were conducted employing a semi‐structured topic guide and were audio‐recorded. Interview data were analysed using the socio‐ecological model and constant comparative technique. This article was reported according to the Consolidated Criteria for Reporting Qualitative Research checklist.FindingsMost nurse educators had no experience of teaching LGBT health content and expressed their low or no intention to teach it. Factors associated with nurse educators’ behaviour and intention to teach LGBT content were categorised by the socio‐ecological model level: intrapersonal factors, interpersonal factors, community factors and societal and policy factors.ConclusionThis study identified multilevel factors associated with Taiwanese nurse educators’ behaviour and intention to teach LGBT health content. Recommendations were provided to address multilevel barriers to diminish nurse educators’ challenges in teaching LGBT health content.Implications for nursing and nursing policySupervisors of nurse educators should assess and discuss nurse educators’ concerns and competencies regarding teaching LGBT health content. To address schools’ or organisations’ adverse climates and conventional societal atmosphere, related policies and regulations should be developed and implemented.