TY - JOUR
T1 - Development and psychometric properties of the tool for assessing LGBTQI+ health training (TALHT) in pre-licensure nursing curricula
AU - Sherman, Athena D.F.
AU - Klepper, Meredith
AU - Claxton, Aubrey
AU - Deng, Angie
AU - Ling, Catherine
AU - Mollenkopf, Nicole L.
AU - Bower, Kelly
N1 - Funding Information:
This work was supported in part by the Nell Hodgson Woodruff School of Nursing, Emory University , US, Postdoctoral Fellowship funds and in part by the Association of Community Health Nurses ( ACHNE ).
Funding Information:
This work was supported in part by the Nell Hodgson Woodruff School of Nursing, Emory University, US, Postdoctoral Fellowship funds and in part by the Association of Community Health Nurses (ACHNE).The authors gratefully acknowledge financial support from the Nell Hodgson Woodruff School of Nursing (NHWSN), Emory University, US, Postdoctoral Fellowship funds and the Association of Community Health Nurses (ACHNE). The authors would like to thank the Johns Hopkins School of Nursing (JHSON) LGBTQI+ Health Initiative (LHI) committee members and specific key personnel, including the JHSON Associate Dean of Diversity, Equity, and Inclusion, Gloria Ramsey, JD, RN, FAAN; NHWSN Assistant Dean for Diversity, Equity, and Inclusion, Lisa Muirhead, DNP, APRN-BC, ANP, FAANP, FAAN; Johns Hopkins university wide Office of LGBTQI+ Life director, Demere Woolway; JHMI Center for Transgender Health Clinical Program Director, Paula Neira; Sexual Minorities Program Manager, Jean-Michel Brevelle, from the Maryland Department of Health; and numerous students (including Kirby Lee, Bianca Palmisano, Jessica Spinali, among others), external expert reviewers, and the pre-licensure faculty from JHSON and NHWSN.
Funding Information:
The authors gratefully acknowledge financial support from the Nell Hodgson Woodruff School of Nursing (NHWSN), Emory University , US, Postdoctoral Fellowship funds and the Association of Community Health Nurses ( ACHNE ). The authors would like to thank the Johns Hopkins School of Nursing (JHSON) LGBTQI+ Health Initiative (LHI) committee members and specific key personnel, including the JHSON Associate Dean of Diversity, Equity, and Inclusion, Gloria Ramsey, JD, RN, FAAN; NHWSN Assistant Dean for Diversity, Equity, and Inclusion, Lisa Muirhead, DNP, APRN-BC, ANP, FAANP, FAAN; Johns Hopkins university wide Office of LGBTQI+ Life director, Demere Woolway; JHMI Center for Transgender Health Clinical Program Director, Paula Neira; Sexual Minorities Program Manager, Jean-Michel Brevelle, from the Maryland Department of Health; and numerous students (including Kirby Lee, Bianca Palmisano, Jessica Spinali, among others), external expert reviewers, and the pre-licensure faculty from JHSON and NHWSN.
Publisher Copyright:
© 2022 The Authors
PY - 2022/3
Y1 - 2022/3
N2 - Background: There is a lack of comprehensive lesbian, gay, bisexual, transgender, queer, and intersex (LGBTQI+) content in pre-licensure nursing curricula. LGBTQI+ people commonly experience mistreatment from nurses and healthcare providers due to a lack of knowledge or personal biases. To date, few instruments exist to guide LGBTQI+-specific curricular improvement. Objectives/design/setting/participant/methods: Johns Hopkins School of Nursing LGBTQI+ Health Initiative and Emory University School of Nursing developed the Tool for Assessing LGBTQI+ Health Training (TALHT) to assist in evaluating gaps and redundancies in LGBTQI+ health content within pre-licensure nursing curricula. Face and content validity were evaluated among experts in LGBTQI+ health, curricular development, nursing education, and measure development (N = 22). The TALHT was modified based on expert feedback and a pilot with pre-licensure faculty (N = 13) to evaluate utility and acceptability of the refined measure. Results: Face and content validity evaluation of the 60-item iteration of the TALHT showed that the majority of items were consistently relevant among external expert reviewers. However, the clarity and readability of items were lacking. We triangulated the quantitative and qualitative data from experts to adapt and reduce the number of items in the TALHT to 20 items. Pilot testing of the revised 20-item measure found that utility and acceptability of the tool were rated highly among pre-licensure faculty. Conclusion: The validation of the TALHT comes at a time when this type of instrument is clearly needed. The Future of Nursing 2020–2030 report calls for nursing education to incorporate competencies in caring for diverse populations to promote health equity. The Essentials: Core Competencies for Professional Nursing Education calls for a transition to operationalization of competency-based nursing education. The TALHT provides faculty and programs with a valid and reliable means to operationalize implementation of those competencies as they pertain to LGBTQI+ health.
AB - Background: There is a lack of comprehensive lesbian, gay, bisexual, transgender, queer, and intersex (LGBTQI+) content in pre-licensure nursing curricula. LGBTQI+ people commonly experience mistreatment from nurses and healthcare providers due to a lack of knowledge or personal biases. To date, few instruments exist to guide LGBTQI+-specific curricular improvement. Objectives/design/setting/participant/methods: Johns Hopkins School of Nursing LGBTQI+ Health Initiative and Emory University School of Nursing developed the Tool for Assessing LGBTQI+ Health Training (TALHT) to assist in evaluating gaps and redundancies in LGBTQI+ health content within pre-licensure nursing curricula. Face and content validity were evaluated among experts in LGBTQI+ health, curricular development, nursing education, and measure development (N = 22). The TALHT was modified based on expert feedback and a pilot with pre-licensure faculty (N = 13) to evaluate utility and acceptability of the refined measure. Results: Face and content validity evaluation of the 60-item iteration of the TALHT showed that the majority of items were consistently relevant among external expert reviewers. However, the clarity and readability of items were lacking. We triangulated the quantitative and qualitative data from experts to adapt and reduce the number of items in the TALHT to 20 items. Pilot testing of the revised 20-item measure found that utility and acceptability of the tool were rated highly among pre-licensure faculty. Conclusion: The validation of the TALHT comes at a time when this type of instrument is clearly needed. The Future of Nursing 2020–2030 report calls for nursing education to incorporate competencies in caring for diverse populations to promote health equity. The Essentials: Core Competencies for Professional Nursing Education calls for a transition to operationalization of competency-based nursing education. The TALHT provides faculty and programs with a valid and reliable means to operationalize implementation of those competencies as they pertain to LGBTQI+ health.
KW - Content validity
KW - Curriculum
KW - Health disparities
KW - Instrument development
KW - LGBT
KW - Psychometric evaluation
KW - Scale development
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U2 - 10.1016/j.nedt.2021.105255
DO - 10.1016/j.nedt.2021.105255
M3 - Article
C2 - 34999497
AN - SCOPUS:85122286866
SN - 0260-6917
VL - 110
JO - Nurse Education Today
JF - Nurse Education Today
M1 - 105255
ER -