The inclusion and representation of LGBTIQ+ content in undergraduate nurse education: A scoping review. (May 2023)

• Record Type: Journal Article
• Authors: Priddle, Tyler; Crawford, Tonia; Power, Tamara
• Is Part Of: Nurse education today. Volume 124(2023)
• Publication Date: 2023-05
• Subjects: Nursing -- Nurse education -- Education, nursing, baccalaureate -- Nursing curriculum -- Curriculum -- Sexual and gender minorities -- LGBTIQ+ -- Gender identity; Nursing -- Study and teaching -- Periodicals; Education, Nursing -- Periodicals; Soins infirmiers -- Étude et enseignement -- Périodiques; Nursing -- Study and teaching; Periodicals; 610.7307
• DOI: 10.1016/j.nedt.2023.105771
• Languages: English
• ISSNs: 0260-6917

Abstract

Abstract: Objectives: The aim of this review was to gain an overview of existing empirical literature examining LGBTIQ+ content in undergraduate nursing curricula. Design: An international scoping review was conducted using librarian assisted search strategies. Data sources: The databases CINAHL, SCOPUS and ERIC were searched. A total of 30 studies meeting the eligibility criteria were included in this review. Review methods: Following a quality appraisal, thematic analysis was conducted to identify six key themes. Results: 30 studies spanning 8 countries, across 5 continents were included in this review. 6 themes emerged 1) Level of Knowledge Regarding LGBTIQ+ People and Their Specific Health Needs, 2) Comfort and Preparedness in the Provision of Care to LGBTIQ+ People, 3) Attitudes Toward LGBTIQ+ People, 4) Inclusion of LGBTIQ+ Educational Content, 5) Framing of LGBTIQ+ Educational Content, 6) Pedagogical Strategies to Incorporate LGBTIQ+ Content. Conclusions: Nurse education is dominated by heteronormativity, deficit discourses, stereotypes, binary ideologies and western cultural perspectives. The body of literature surrounding LGBTIQ+ content in nurse education is largely quantitative, insular and contributes to the erasure of unique identities under the LGBTIQ+ umbrella. Highlights: Existing literature is limited to knowledge, attitudes and feelings of comfort and preparedness toward LGBTIQ+ populations. The proportion of LGBTIQ+ specific content in undergraduate nursing education is scarce. LGBTIQ+ content is framed by deficit discourses, heteronormative and/or western cultural perspectives. Emerging research is trialling the effectiveness of various pedagogical strategies to integrate LGBTIQ+ content. LGBTIQ+ educational content, resources and policies demand reformation that aligns with theoretical and social progress.