Work

Faculty Inclusion of Lesbian, Gay, Bisexual, Transgender, and Queer Populations in Health Curriculum

Year: 2025

Type: article

Abstract: Background LGBTQ+ people have widely described harmful experiences in healthcare settings. To address this deficit in care, previous studies have focused on improving the education of nursing and allied health students to care for LGBTQ+ people, yet few evaluate faculty preparedness. Aim This study aimed to assess faculty's LGBTQ+-related health knowledge, self-efficacy, and inclusion related to curriculum. Methods A Qualtrics survey was developed to assess faculty's knowledge, self-efficacy, and inclusion of LGBTQ+ curriculum at a university in the United States between March 4 and April 13, 2022. Paired t-tests and correlation matrices were used to evaluate constructs. Results: Among 38 participants , LGB health content knowledge was greater than T+ knowledge. LGBTQ+ self-efficacy and inclusion were moderate, with no difference between subscales. LGBTQ+ health self-efficacy and inclusion were positively correlated. Conclusions These findings highlight gaps in faculty knowledge and inclusion of health content, particularly related to T+ health. This study's findings form a foundation for continued efforts to improve nursing and other allied health faculty's preparedness to educate students to provide inclusive and affirming care to LGBTQ+ patients.

Source: Teaching and learning in nursing

DOI: 10.1016/j.teln.2024.11.033

Authors: Shawn B. Murray, Carley Kanter, Alyssa O'Brien, Kristen D. Clark

Institutions: University of New Hampshire, Uppsala University Hospital

Language: English

Topic: LGBTQ Health, Identity, and Policy

Subfield: Social Psychology

Field: Psychology

Domain: Social Sciences

SDGs: Good health and well-being, Quality education, Reduced inequalities

Open Access status: hybrid

Estimated APC paid: $2,700