“Nursing education research demonstrates that lesbian, gay, bisexual, transgender and queer (LGBTQ+) health receives scant attention in nursing curricula. The American Nurses Association (ANA) advocates for “Nurse educators that will help fill the void in knowledge by incorporating the issues of the LGBTQ+ populations as part of the curricula”. Calls to
action from scholars and professional nursing organizations demonstrate that while nurse educators are responsible for including LGBTQ+ related content in nursing curricula, these topics are not adequately suffused into nursing training.”

“The findings of this study related to confidence with including LGBTQ+ content contribute a novel insight into understanding prelicensure nursing faculty decisions and practices related to LGBTQ+ inclusivity. On the one hand, this may seem obvious: of course, faculty who feel more confident with including LGBTQ+ content in their teaching, or recognizing anti-LGBTQ+ bias in textbooks, or talking with students about LGBTQ+ issues, or any of the other confidence index items (see Table 2) are going to include more LGBTQ+ content in their teaching. However, another important theme that emerged from the free text responses is commitment to including LGBTQ+ health topics. Commitment was demonstrated even when respondents also indicated barriers such as insufficient knowledge, limited time, and even concerns about restrictive laws or policies.”

Nye, C. M., Livingston, J. A., Sherman, A. D. F., Foltz-Ramos, K., & Hequembourg, A. (2025). Confidence, commitment, and control: Nursing faculty experiences with teaching LGBTQ+ health. Nurse education today, 151, 106736. Advance online publication. https://doi.org/10.1016/j.nedt.2025.106736