Evidence map›Paper›PMID 36924597›Full record

SynthesisNursing outlook

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.

Scott Emory Moore, Christopher Lance Coleman, Tonda L Hughes, Caroline Dorsen, Sheila K Smith, Kelly M Bower, John M Clochesy, Kristen Clark, Athena D F Sherman

Open access · greenAbstract readSystematic Review
PubMed Full text at PMC Publisher
In one paragraph

Synthesis in Nursing outlook. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.

0numbers the graph read from it
0cells of the map it votes in
4citing papers in PubMed
6.7field-weighted citation impact, top 3% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

4 citing papers in PubMed, 20 citations in OpenAlex.

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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

9 authors at 9 institutions in 1 country.

Scott Emory MooreFrances Payne Bolton School of Nursing, Case Western Reserve University, Cleveland, OH. Electronic address: sem167@case.edu.
Christopher Lance ColemanSchool of Nursing, College of Health Sciences, Purdue University, West Lafayette, IN.
Tonda L HughesColumbia University School of Nursing, New York, NY.
Caroline DorsenSchool of Nursing, Rutgers University, Newark, NJ.
Sheila K SmithSchool of Nursing, University of Minnesota, Minneapolis, MN.
Kelly M BowerJohns Hopkins University, School of Nursing, Baltimore, MD.
John M ClochesySchool of Nursing and Health Studies, University of Miami, Coral Gables, FL.
Kristen ClarkCollege of Health and Human Services, University of New Hampshire, The University of New Hampshire, Durham, NH.
Athena D F ShermanNell Hodgson Woodruff School of Nursing, Emory University, Atlanta, GA.
Case Western Reserve University · USColumbia University · USEmory University · USJohns Hopkins University · USPurdue University West Lafayette · USRutgers, The State University of New Jersey · USUniversity of Miami · USUniversity of Minnesota · USUniversity of New Hampshire · US

Funding

A Behavioral Intervention to Reduce Psychological Distress Symptoms among Black Gender Minority Women Experiencing Chronic StigmaK23NR020208 · NINR · EMORY UNIVERSITY · PI SHERMAN, ATHENA D. F. · 2022 to 2024
$487k
NINR NIH HHS K23 NR020208
6 · The paper itself

Abstract

backgroundIn the US, sexual and gender minority (SGM) individuals continue to experience health inequities, and nursing curricula content and nursing faculty with SGM health expertise in the US remain limited. Addressing health disparities begins with the preparation of future nurses-US nursing faculty must be supported to meet these growing needs. PURPOSE: To describe, appraise, and synthesize research from 2000-2020 on US nursing faculty knowledge, awareness, inclusion, and perceived importance of SGM health content.

methodsFollowing PRISMA 2020 guidelines, we registered a systematic review and appraisal protocol in PROSPERO, and then executed the protocol and synthesized the literature. DISCUSSION: We found an empirical evidence base surrounding US nursing faculty and SGM health much more limited than expected. Only four cross-sectional, descriptive empirical articles fit the a priori inclusion criteria. The studies were of moderate quality at best and often relied on unvalidated or older measures. In general, the studies focused on examining characteristics of nursing programs, faculty comfort with content, faculty perceptions of content importance, and hours dedicated to content.

conclusionSince the close of the review, new commentaries and editorials expanding the call for change in the US were published-the time for commentary has passed. It remains unclear whether US nursing faculty are adequately prepared to educate future nurses about SGM health issues-and an unprepared healthcare workforce is yet another barrier to SGM health equity. The evidence base supporting US nursing faculty development desperately needs more studies using rigorous methodologies.

Indexed as

Faculty, NursingSexual and Gender MinoritiesCross-Sectional StudiesCurriculumGender IdentityHumansCurriculumEquityFacultyHealth disparitiesNursing educationSexual and gender minorities

Identifiers

PMID36924597
PMCPMC10363215
OpenAlexW4327676102

What OpenQuestion holds

Textmetadata
LicenceTDM
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.