Graduate Nursing Faculty Perceptions of LGBTQ+ Health Curriculum: A Mixed-Methods Study

Abstract

Background: The lesbian, gay, bisexual, transgender, and queer (LGBTQ+) community experiences profound health disparities due to discrimination and lack of health care provider knowledge. Although data exist about undergraduate nursing and medical school education on LGBTQ+ topics, there is a gap in understanding graduate nursing schools' preparation of nurse practitioners. Method: A survey measuring faculty perceptions of LGBTQ+ health curricula was sent to graduate nursing schools to collect both qualitative and quantitative data. Results: Graduate nursing faculty spent a median of 3 hours teaching LGBTQ+ health topics. LGBTQ+ health content in their courses was limited despite their awareness of LGBTQ+ topics, their readiness to include it, and their belief in the importance of including such topics. Respondents indicated a lack of resources and knowledge about where to start and identified a need for support from their institution. Conclusion: The gaps identified in graduate nursing LGBTQ+ health curriculum demonstrate the need for additional institutional support. [ J Nurs Educ . 2024;63(2):65–71.]