ArticleNurse education today2023
LGBTQI+ representation in pre-licensure nursing textbooks: A qualitative descriptive analysis.
Article in Nurse education today, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
What it found
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Who cites it
5 citing papers in PubMed, 13 citations in OpenAlex.
- What Healthcare Professionals Need to Understand About Queer Older Adult Care Experiences: A Double Diamond Design Study.Journal of general internal medicine · 2026Article
- Lived experiences of LGBTQI+ persons when accessing primary healthcare facilities in Gauteng, South Africa: An interpretative phenomenological inquiry.Curationis · 2026Article
- Multiple methods findings from a systematic scoping review and qualitative interviews to inform LGBTQ+ affirming practices for nursing education.Frontiers in public health · 2026Article
- Barriers to culturally competent caring practices for LGBTQI+ persons: experiences of primary healthcare nurses in Gauteng, South Africa.Frontiers in public health · 2026Article
- "It's Very Cisnormatively Structured": An Interpretive Description of Undergraduate Nursing Students' Experiences of Gender Inclusive and Affirming Practices.Nursing inquiry · 2025Article
Corrections and comments
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Authors and funding
7 authors at 2 institutions in 1 country.
Funding
Abstract
backgroundTo improve health equity, nursing curricula should include content specific to the needs of marginalized and underserved communities, such as lesbian, gay, bisexual, transgender, queer, and intersex groups (LGBTQI+). Harmful and absent academic discussions of LGBTQI+ patients lead to provider discomfort and inadequacy in treating this patient population. Nursing schools are well-positioned to increase comfort with LGBTQI+ content as part of pre-licensure curricula. This article presents a systematic evaluation of LGBTQI+ content in nursing pre-licensure textbooks and the nature and quality of the representations.
methodsA qualitative descriptive analysis of LGBTQI+ content from 14 nursing-specific textbooks required by a pre-licensure degree program at the Johns Hopkins School of Nursing was conducted by a student-led team with faculty oversight. A priori and iterative search terms were used to identify and extract text segments that referenced LGBTQI+ content in each textbook. An iterative codebook was developed, codes were applied, and analysis of the information and context in which the terms were presented was performed.
resultsThe research team observed gaps and notable patterns in distribution of LGBTQI+ terms and health content areas across the textbooks reviewed. The majority of LGBTQI+ search terms were identified in the following health content areas: social determinants of health, sexual/reproductive health, pediatric sexual & gender diversity, intersectionality, and infectious disease. Based on qualitative descriptive analyses, the data were organized into the following categories: a) Language; b) Medicalization; c) Vague, Incomplete, or Lacking Specificity; and d) Comprehensive Approach.
conclusionFindings highlight the need for increased academic exposure for pre-licensure nursing students regarding the care of LGBTQI+ patients. Thoughtful inclusion of LGBTQI+ content may better foster the delivery of evidence-based care for this patient population. These findings underscore the need for improved nursing curricula to support nurses in delivering affirming care for LGBTQI+ populations.
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