Journal article
LGBTQI+ Curricular Goals and Content Inclusion in US Nurse Practitioner Education Programs: Results of a National Survey
Western journal of nursing research, Vol.47(9), pp.865-878
09/2025
DOI: 10.1177/01939459251348982
PMID: 40662668
Abstract
Little has been published on the lesbian, gay, bisexual, queer, and intersex (plus) (LGBTQI+) curriculum in US nurse practitioner (NP) programs. With many known LGBTQI+ health disparities, it is imperative that NP educators prepare their students for the care of LGBTQI+ persons, families, and communities.
The purpose of this descriptive exploratory study was to describe the current state of LGBTQI+ curricular goals and content in a sample of US NP education programs.
Using an adaptation of the Tool for Assessing LGBTQI+ Health Training, researchers electronically surveyed NP program directors for the perceived applicability of LGBTQI+ curricular goal statements and content inclusion in NP education programs.
Completed surveys (N = 62) were received from respondents in 8 NP specialty areas. Across the specialties, 22 of the 32 goal statements were rated as applicable by 90% or more of respondents. Primary care NP respondents indicated higher numbers of applicable goal statements than other specialties. Levels of content inclusion varied widely across the 32 goal statements and by NP specialty.
A large majority of respondents endorse the applicability of LGBTQI+ curricular goals across multiple domains and competencies. Specific content for most of the goal statements was generally not well covered, and content beyond individual health care was poorly addressed.
While US NP program faculty express support for a broad array of LGBTQI+ curricular goals, actual content inclusion may be lagging and may only be covering information needed for more basic-level competencies.
Details
- Title: Subtitle
- LGBTQI+ Curricular Goals and Content Inclusion in US Nurse Practitioner Education Programs: Results of a National Survey
- Creators
- Sheila K Smith - University of MinnesotaMaria Ruud - University of MinnesotaLarry Newman - University of IowaScott Emory Moore - Case Western Reserve UniversityCamille Brown - University of MinnesotaMichelle A Mathiason - University of MinnesotaAthena D F Sherman - Emory University
- Resource Type
- Journal article
- Publication Details
- Western journal of nursing research, Vol.47(9), pp.865-878
- DOI
- 10.1177/01939459251348982
- PMID
- 40662668
- NLM abbreviation
- West J Nurs Res
- ISSN
- 0193-9459
- eISSN
- 1552-8456
- Publisher
- Sage
- Grant note
- University of Minnesota School of Nursing FoundationUniversity of Minnesota School of Nursing Foundation
Thank you to Kelsey Madden, student research assistant, Tracy Utech, Administrative Associate. Funding was provided by the University of Minnesota School of Nursing Foundation. The authors gratefully acknowledge the funders and study participants.
- Language
- English
- Electronic publication date
- 07/15/2025
- Date published
- 09/2025
- Academic Unit
- Nursing
- Record Identifier
- 9984847994902771
Metrics
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