LGBTQI+ Curricular Goals and Content Inclusion in US Nurse Practitioner Education Programs: Results of a National Survey

Abstract

Background: Little has been published on the lesbian, gay, bisexual, queer, and intersex (plus) (LGBTQI+) curriculum in US nurse practitioner (NP) programs. With many known LGBTQI+ health disparities, it is imperative that NP educators prepare their students for the care of LGBTQI+ persons, families, and communities. Purpose: The purpose of this descriptive exploratory study was to describe the current state of LGBTQI+ curricular goals and content in a sample of US NP education programs. Methodology: Using an adaptation of the Tool for Assessing LGBTQI+ Health Training, researchers electronically surveyed NP program directors for the perceived applicability of LGBTQI+ curricular goal statements and content inclusion in NP education programs. Results: Completed surveys (N = 62) were received from respondents in 8 NP specialty areas. Across the specialties, 22 of the 32 goal statements were rated as applicable by 90% or more of respondents. Primary care NP respondents indicated higher numbers of applicable goal statements than other specialties. Levels of content inclusion varied widely across the 32 goal statements and by NP specialty. Conclusions: A large majority of respondents endorse the applicability of LGBTQI+ curricular goals across multiple domains and competencies. Specific content for most of the goal statements was generally not well covered, and content beyond individual health care was poorly addressed. Implications: While US NP program faculty express support for a broad array of LGBTQI+ curricular goals, actual content inclusion may be lagging and may only be covering information needed for more basic-level competencies.