Abstract
Background: Recent literature illustrates the lack of nursing knowledge regarding health considerations specific to the LGBTQ+ population, both among nursing students and registered nurses (Medina-Martínez et al., 2021). A systematic review of the evidence by Sherman et al. (2023) concluded that formal education on this topic remains limited, as a comprehensive method to providing this education to nursing staff and other healthcare providers has yet to be identified. From a higher education standpoint, many pre-licensure BSN/RN students report a lack of formal education on caring for LGBTQ+ populations and have little exposure to this population in the clinical setting (Morris et al., 2021). A strong, comprehensive curriculum centered on improving cultural competence towards LGBTQ+ patients is essential to improving outcomes and reducing disparities and inequities in acute and ambulatory settings (Rhoten et al., 2022). Patients within this community often experience barriers to care including discriminatory behaviors from healthcare providers, lack of nurses’ understanding of specific healthcare needs, and systemic issues that lead to healthcare disparities (Traister, 2020).
Purpose Statement: The purpose of this project is to assess the knowledge, skills, and attitudes of nurses regarding caring for LGBTQ+ patients and populations and identify opportunities for further education.
Methods and Results: A ten-question anonymous survey was conducted for 30 days to assess nurses’ knowledge, skills, and attitudes towards caring for LGBTQ+ patient populations and discern relevant topics that participants were interested in exploring. 123 nurses from 15 service lines completed the survey. A majority of respondents indicated that they received little formal education on caring for LGBTQ+ patients, but most were “somewhat confident” in providing care to this group. Respondents also demonstrated interest in learning more about medical and surgical gender affirming interventions, compassionate communication, and institution-specific policies.
Next Steps: The ongoing portion of this work involves assembling an interdisciplinary team of nurses, professional development specialists, and informatics specialists to develop a one-hour webinar that will provide education on these topics in and interactive manner and become mandatory education for nurses through our healthcare system.
Notes
References:
Hughes, T. L., Jackman, K., Dorsen, C., Arslanian-Engoren, C., Ghazal, L., Christenberry-Deceased, T., Coleman, C., Mackin, M., Moore, S., Mukerjee, R., Sherman, A., Smith, S., & Walker, R. (2022). How can the nursing profession help reduce sexual and gender minority related health disparities: Recommendations from the national nursing LGBTQ health summit. Nursing outlook, 70(3), 513-524.
Medina-Martínez, J., Saus-Ortega, C., Sánchez-Lorente, M. M., Sosa-Palanca, E. M., García-Martínez, P., & Mármol-López, M. I. (2021). Health Inequities in LGBT People and Nursing Interventions to Reduce Them: A Systematic Review. International journal of environmental research and public health, 18(22), 11801. https://doi.org/10.3390/ijerph182211801
Morris, M., Cooper, R. L., Ramesh, A., Tabatabai, M., Arcury, T. A., Shinn, M., Im, W., Juarez, P., & Matthews-Juarez, P. (2019). Training to reduce LGBTQ-related bias among medical, nursing, and dental students and providers: a systematic review. BMC medical education, 19, 1-13.
Rhoten, B., Burkhalter, J. E., Joo, R., Mujawar, I., Bruner, D., Scout, N. F. N., & Margolies, L. (2022). Impact of an LGBTQ cultural competence training program for providers on knowledge, attitudes, self-efficacy, and intensions. Journal of Homosexuality, 69(6), 1030-1041.
Sherman, A. D. F., Smith, S. K., Moore, S. E., Coleman, C. L., Hughes, T. L., Dorsen, C., Balthazar, M. S., Klepper, M., Mukerjee, R., & Bower, K. M. (2023). Nursing pre-licensure and graduate education for LGBTQ health: A systematic review. Nursing outlook, 71(2), 101907. https://doi.org/10.1016/j.outlook.2022.12.003
Traister, T. (2020). Improving LGBTQ cultural competence of RNs through education. The Journal of Continuing Education in Nursing, 51(8), 359-366.
Sigma Membership
Mu Delta
Type
Poster
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Workforce, Health Equity or Social Determinants of Health, DEI/BIPOC, LGBTQ+, Nursing Students, Registered Nurses, Competence
Recommended Citation
Brochu, Danielle, "Nurses' Understanding of LGBTQ+ Populations: A Needs Assessment" (2025). International Nursing Research Congress (INRC). 98.
https://www.sigmarepository.org/inrc/2025/posters_2025/98
Conference Name
36th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Seattle, Washington, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Nurses' Understanding of LGBTQ+ Populations: A Needs Assessment
Seattle, Washington, USA
Background: Recent literature illustrates the lack of nursing knowledge regarding health considerations specific to the LGBTQ+ population, both among nursing students and registered nurses (Medina-Martínez et al., 2021). A systematic review of the evidence by Sherman et al. (2023) concluded that formal education on this topic remains limited, as a comprehensive method to providing this education to nursing staff and other healthcare providers has yet to be identified. From a higher education standpoint, many pre-licensure BSN/RN students report a lack of formal education on caring for LGBTQ+ populations and have little exposure to this population in the clinical setting (Morris et al., 2021). A strong, comprehensive curriculum centered on improving cultural competence towards LGBTQ+ patients is essential to improving outcomes and reducing disparities and inequities in acute and ambulatory settings (Rhoten et al., 2022). Patients within this community often experience barriers to care including discriminatory behaviors from healthcare providers, lack of nurses’ understanding of specific healthcare needs, and systemic issues that lead to healthcare disparities (Traister, 2020).
Purpose Statement: The purpose of this project is to assess the knowledge, skills, and attitudes of nurses regarding caring for LGBTQ+ patients and populations and identify opportunities for further education.
Methods and Results: A ten-question anonymous survey was conducted for 30 days to assess nurses’ knowledge, skills, and attitudes towards caring for LGBTQ+ patient populations and discern relevant topics that participants were interested in exploring. 123 nurses from 15 service lines completed the survey. A majority of respondents indicated that they received little formal education on caring for LGBTQ+ patients, but most were “somewhat confident” in providing care to this group. Respondents also demonstrated interest in learning more about medical and surgical gender affirming interventions, compassionate communication, and institution-specific policies.
Next Steps: The ongoing portion of this work involves assembling an interdisciplinary team of nurses, professional development specialists, and informatics specialists to develop a one-hour webinar that will provide education on these topics in and interactive manner and become mandatory education for nurses through our healthcare system.
Description
Recent literature illustrates the lack of nursing knowledge regarding health considerations specific to the LGBTQ+ population. A survey was conducted to assess nurses’ knowledge, skills, and attitudes towards caring for LGBTQ+ patient populations and discern relevant topics of interest. The ongoing portion of this work involves developing a webinar that will provide further education on these topics and become mandatory education for nurses through our health system.