TY - JOUR
T1 - Nursing pre-licensure and graduate education for LGBTQ health
T2 - A systematic review
AU - Sherman, Athena D.F.
AU - Smith, Sheila K.
AU - Moore, Scott Emory
AU - Coleman, Christopher Lance
AU - Hughes, Tonda L.
AU - Dorsen, Caroline
AU - Balthazar, Monique S.
AU - Klepper, Meredith
AU - Mukerjee, Ronica
AU - Bower, Kelly M.
N1 - Publisher Copyright:
© 2022 Elsevier Inc.
PY - 2023/3/1
Y1 - 2023/3/1
N2 - Background: Lesbian, gay, bisexual, transgender, and queer plus (LGBTQ) people experience discrimination and health disparities compared to heterosexual cisgender people. Clinicians report discomfort and insufficient preparation for providing care to LGBTQ people and nursing has been slow to integrate LGBTQ health into curricula. Purpose: Conduct a systematic review to examine and critically appraise peer-reviewed literature on nursing student knowledge, skills, and attitudes (KSAs) regarding LGBTQ health and the development/evaluation of LGBTQ health content in nursing curricula. Methods: A systematic review was conducted (N = 1275 articles from PubMed, LGBT Health, CINAHL, ERIC, and Health Source-Nursing/Academic Edition). Findings: Twenty articles met inclusion criteria. Twelve studies described curricular interventions; however, there were few validated tools to evaluate content coverage or KSAs. Four themes emerged specific to LGBTQ health content inclusion. Discussion: While an emerging science of LGBTQ nursing education has been identified, more work is needed to build and evaluate a comprehensive curricular approach for full programmatic integration of LGBTQ health. Conclusion: As nursing programs build LGBTQ content into nursing curricula, care must be taken to integrate this content fully with the depth of curricular content in population health, social determinants of health, social justice, intersectionality, cultural competence, and political advocacy. Tweetable abstract: Greater integration of LGBTQ health content into nursing education should be a priority for nursing education.
AB - Background: Lesbian, gay, bisexual, transgender, and queer plus (LGBTQ) people experience discrimination and health disparities compared to heterosexual cisgender people. Clinicians report discomfort and insufficient preparation for providing care to LGBTQ people and nursing has been slow to integrate LGBTQ health into curricula. Purpose: Conduct a systematic review to examine and critically appraise peer-reviewed literature on nursing student knowledge, skills, and attitudes (KSAs) regarding LGBTQ health and the development/evaluation of LGBTQ health content in nursing curricula. Methods: A systematic review was conducted (N = 1275 articles from PubMed, LGBT Health, CINAHL, ERIC, and Health Source-Nursing/Academic Edition). Findings: Twenty articles met inclusion criteria. Twelve studies described curricular interventions; however, there were few validated tools to evaluate content coverage or KSAs. Four themes emerged specific to LGBTQ health content inclusion. Discussion: While an emerging science of LGBTQ nursing education has been identified, more work is needed to build and evaluate a comprehensive curricular approach for full programmatic integration of LGBTQ health. Conclusion: As nursing programs build LGBTQ content into nursing curricula, care must be taken to integrate this content fully with the depth of curricular content in population health, social determinants of health, social justice, intersectionality, cultural competence, and political advocacy. Tweetable abstract: Greater integration of LGBTQ health content into nursing education should be a priority for nursing education.
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U2 - 10.1016/j.outlook.2022.12.003
DO - 10.1016/j.outlook.2022.12.003
M3 - Article
C2 - 36623984
AN - SCOPUS:85146075195
SN - 0029-6554
VL - 71
JO - Nursing outlook
JF - Nursing outlook
IS - 2
M1 - 101907
ER -
