Abstract
Purpose: This study explored the perspectives of nursing students and faculty on health disparities of lesbian, gay, bisexual, and transgender (LGBT) health issues in an undergraduate BSN program.
Methods: Study participants included a convenience sample of 167 nursing students and 16 faculty members (total 183) from a rural southeast regional university in the United States.
Results: Of the respondents; 71% indicated that they had not received classroom or clinical instruction specific to the LGBT community compared to 29% who had received or provided instruction in LGBT health issues. Among students, the majority indicated they seldom received instruction on health concerns such as depression, suicide, and mental health issues that often affect the LGBT community. A chi-square test of independence found a significant interaction (X2(1) =19.739, p=.000) that indicated participants that perceived they were equipped with resources on LGBT health issues were also interested in gaining additional knowledge to provide culturally competent care.
Conclusions: To continue to build on the progress made, healthcare providers need to examine their own personal biases toward the LGBT community. The need to include LGBT topics in nursing curricula to prepare a culturally competent workforce is essential to meet the health needs of all populations. Nurses are in a unique position to lead the way in creating change and directing the course of action to improve the quality of life and health outcomes for all, including the LGBT individuals.
Key words: Health disparities, LGBT community, nursing students, nursing faculty