LGBTQ+ health education for nurses: An innovative approach to improving nursing curricula

Athena D.F. Sherman, Andrea N. Cimino, Kristen D. Clark, Kylie Smith, Meredith Klepper, Kelly M. Bower

Research output: Contribution to journalArticlepeer-review

Abstract

Background: Lesbian, gay, bisexual, transgender, queer, and intersex (LGBTQI+) people experience high rates of discrimination in healthcare settings worldwide, which have been linked to poor health outcomes and delays in seeking care. In the United States (US), nurses report a lack of awareness regarding LGBTQI+ health needs and nursing faculty report a lack of knowledge and confidence to teach LGBTQI+ health content to students. On average, baccalaureate nursing programs in the US only cover 2.12 h of LGBTQI+ content over the course of an entire program. This significant nursing education deficit merits timely dissemination of a logic model to guide LGBTQI+ health content integration. Objectives: Johns Hopkins School of Nursing (JHSON) LGBTQI+ Health Initiative (LHI) was established to develop a strategic, innovative response to the gaps in LGBTQI+ health education among faculty and nursing students. Results: The process resulted in a pragmatic interdisciplinary approach to nursing curriculum development focused on the integration of LGBTQI+ health. Specifically, a logic model, including product development, assessment, implementation, and evaluation, was developed to guide JHSON LHI efforts and act as a guide for LGBTQI+ health integration into nursing curricula. Conclusions: Prompt dissemination of the JHSON LHI logic model will expedite process sharing and reduce redundancies among nursing schools pursuing similar initiatives.

Original languageEnglish (US)
Article number104698
JournalNurse Education Today
Volume97
DOIs
StatePublished - Feb 2021

Keywords

  • Cultural competency
  • Curriculum
  • Education
  • LGBT
  • LGBTQ
  • Nursing

ASJC Scopus subject areas

  • Education
  • Nursing(all)

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