John L Stanton, Susan L Swanson, Philip Davis, Phyllis Wright
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LGBTQIA+ Competence: A Pedagogical Paradigm Shift in Graduate Nursing Education.
Background: The omission of lesbian, gay, bisexual, transgender, queer, intersex, asexual (LGBTQIA+) content in graduate nursing education leaves people who identify as sexually or gender diverse (SGD) with poorer health across the life span and a 12-year shorter life expectancy relative to heteronormative counterparts.
Method: An educational intervention was paired with an optional academic-community-based clinical immersion in LGBTQIA+ health with the goal of improving health equity for people who identify as SGD. Masters of Nursing students (N = 11) from adult specialties participated in a two-credit elective in LGBTQIA+ health. Knowledge, skills, and attitudes (competency) preand postcourse completion were measured.
Results: Students showed a 62% improvement in competency results with 100% of students opting into the LGBTQIA+ clinical immersion.
Conclusion: Teaching LGBTQIA+ health content is a requisite to advancing health equity for all, including people who identify as SGD. Until curricula become inclusive, clinical education should look for unique ways, such as clinical immersion, to ameliorate the shortfall. [J Nurs Educ. 2024;63(X):XXX-XXX.].
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