Abstract
Purpose: While awareness of LGBTQ+ health needs is rising, these topics remain underrepresented in nursing curricula, often due to limited faculty preparation and absence of standardized guidelines (Dalbey, 2023; Moore et al., 2023). This educational gap affects nursing students’ readiness to care for LGBTQ+ patients, particularly in non-Western settings, where cross-cultural research is limited (Ozcan et al,, 2021; Wang et al., 2022. This study examined nursing students' knowledge and attitudes toward LGBTQ+ healthcare across five countries—the United States (U.S.), South Africa, the Philippines, Greece, and Indonesia.
Methods: A quantitative descriptive study was conducted with 150 third-year undergraduate nursing students who completed the Nursing Students' Knowledge of and Attitudes Toward LGBTQ+ Healthcare survey. The researchers made minimal modifications to the original instrument and administered the survey online or in person. The knowledge section consisted of 37 items and the attitude section consisted of 25 items. Higher mean knowledge scores and lower mean attitude scores indicated better knowledge and attitudes toward LGBTQ+ healthcare.
Results: Majority of the students were female (62%), 18 to 21 years of age (46%), Christian (63%, and heterosexual (64%). Findings showed notable differences across countries, with Filipino students scoring highest in knowledge and exhibiting the most favorable attitudes. ANOVA analyses revealed significant differences with knowledge and attitudes based on country and demographic factors such as age, gender identity, sexual orientation, and religion. Students aged 26 and older, male, bisexual, Roman Catholic, and those who had not taken an LGBTQ+ healthcare course reported feeling more comfortable and responsible in providing care to LGBTQ+ individuals. Students who identified as bisexual or homosexual and had personal connections to LGBTQ+ individuals expressed greater willingness to provide care.
Conclusion: Nursing students benefit significantly from LGBTQ+ cultural competency training, which enhances knowledge, skills, and attitudes essential for providing affirming care (Yu et al., 2023). Developing curricula with tailored content on LGBTQ+ healthcare needs can foster more inclusive and culturally competent practices among future nurses. Nurse educators can use these findings to develop a roadmap for tailored interventions that improve the quality of healthcare for LGBTQ+ individuals.
Notes
References:
Dalbey, S. (2023). Readiness to teach LGBTQ+ health-related care: A concept analysis. Nursing Education Perspectives 44(5):295-299. doi: 10.1097/01.NEP.0000000000001177
Moore, S., Coleman, C., Hughes, T., Dorsen, C., Smith, S., Bower, K., Clochesy,J., Clark, K. & Sherman, A. (2023) A systematic review of U.S. nursing faculty's knowledge, awareness, inclusion, and perceived importance of sexual and gender minority-related content in nursing curricula, Nursing Outlook, 10.1016/j.outlook.2023.101950, 71:3,101950.
Ozcan, A., Ozdil, K., Buyuksoy, G., Ozturk, G. (2021). The attitudes of nursing students toward gay and lesbian individuals in Turkey: Stigmatization. International Journal of Caring Sciences, 14(2) 1160-1169.
Wang, Y., Miao, N. & You, M. (2022). Attitudes toward, knowledge of, and beliefs regarding providing care to LGBT patients among student nurses, nurses, and nursing educators: A cross-sectional survey. Nurse Education Today 116:105472. doi: 10.1016/j.nedt.2022.105472
Yu, H., Flores, D., Bonett, S., & Bauermeister, J. A. (2023). LGBTQ+ cultural competency training for health professionals: A systematic review. BMC Medical Education, 23(1), 43. https://doi.org/10.1186/s12909-023-04373-3
Sigma Membership
Gamma Iota, Mu Psi
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Descriptive/Correlational
Research Approach
Quantitative Research
Keywords:
Curriculum Development, Health Equity or Social Determinants of Health, Undergraduate Nursing Students, LGBTQ+, Healthcare Knowledge
Recommended Citation
Cornelius, Judith Bacchus; Downing, Charlene; Oducado, Ryan Michael; Fradelos, Evangelos C.; and Resna, Riksa Wibawa, "Nursing Students' LGBTQ+ Healthcare Knowledge and Attitudes: A Roadmap for Interventions" (2025). International Nursing Research Congress (INRC). 275.
https://www.sigmarepository.org/inrc/2025/presentations_2025/275
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
Nursing Students' LGBTQ+ Healthcare Knowledge and Attitudes: A Roadmap for Interventions
Seattle, Washington, USA
Purpose: While awareness of LGBTQ+ health needs is rising, these topics remain underrepresented in nursing curricula, often due to limited faculty preparation and absence of standardized guidelines (Dalbey, 2023; Moore et al., 2023). This educational gap affects nursing students’ readiness to care for LGBTQ+ patients, particularly in non-Western settings, where cross-cultural research is limited (Ozcan et al,, 2021; Wang et al., 2022. This study examined nursing students' knowledge and attitudes toward LGBTQ+ healthcare across five countries—the United States (U.S.), South Africa, the Philippines, Greece, and Indonesia.
Methods: A quantitative descriptive study was conducted with 150 third-year undergraduate nursing students who completed the Nursing Students' Knowledge of and Attitudes Toward LGBTQ+ Healthcare survey. The researchers made minimal modifications to the original instrument and administered the survey online or in person. The knowledge section consisted of 37 items and the attitude section consisted of 25 items. Higher mean knowledge scores and lower mean attitude scores indicated better knowledge and attitudes toward LGBTQ+ healthcare.
Results: Majority of the students were female (62%), 18 to 21 years of age (46%), Christian (63%, and heterosexual (64%). Findings showed notable differences across countries, with Filipino students scoring highest in knowledge and exhibiting the most favorable attitudes. ANOVA analyses revealed significant differences with knowledge and attitudes based on country and demographic factors such as age, gender identity, sexual orientation, and religion. Students aged 26 and older, male, bisexual, Roman Catholic, and those who had not taken an LGBTQ+ healthcare course reported feeling more comfortable and responsible in providing care to LGBTQ+ individuals. Students who identified as bisexual or homosexual and had personal connections to LGBTQ+ individuals expressed greater willingness to provide care.
Conclusion: Nursing students benefit significantly from LGBTQ+ cultural competency training, which enhances knowledge, skills, and attitudes essential for providing affirming care (Yu et al., 2023). Developing curricula with tailored content on LGBTQ+ healthcare needs can foster more inclusive and culturally competent practices among future nurses. Nurse educators can use these findings to develop a roadmap for tailored interventions that improve the quality of healthcare for LGBTQ+ individuals.
Description
LGBTQ+ healthcare content is limited in nursing curricula, affecting students’ preparedness for inclusive care. This study surveyed 150 third-year nursing students from the U.S., South Africa, the Philippines, Greece, and Indonesia on LGBTQ+ healthcare knowledge and attitudes. Results highlight differences by country, age, gender identity, sexual orientation, and religion with attitudes. Culturally responsive curricula could better equip future nurses to provide competent LGBTQ+ care.