A National Survey of Faculty Knowledge and Experience With Lesbian, Gay, Bisexual and Transgender (LGBT) Health and Readiness for Inclusion in Teaching: Curricular Implications for Baccalaureate Nursing Programs

Abstract

Session presented on Thursday, July 24, 2014: Purpose: The purpose of this faculty needs assessment survey is to appraise the LGBT health knowledge, experience and readiness teaching LGBT health topics among the nursing faculty in baccalaureate programs across the U.S. Methods: An investigator-developed Likert-type survey questionnaire was used to collect data using Qualtrics. Direct online solicitation of all chief administrative leader whose names and e-mail addresses are publicly available on the website of the American Association of Colleges of Nursing (AACN) (N=739) was conducted. The nursing school's chief administrative leaders were requested to forward the study link to all faculty teaching in the baccalaureate program. Results: Of 1,119 participants, 43% reported limited or somewhat limited knowledge of LGBT health and 37% indicated limited awareness of LGBT health topics. Between 23 to 63% of respondents indicated either never or seldom teaching LGBT health and 52% reported being fully or adequately ready integrating LGBT health in their teaching. The median time devoted to teaching LGBT health is 2 hours. Conclusion: Nursing faculty teaching in baccaluareate programs have limited knowledge of LGBT health and a majority feels ready to integrate LGBT health into the courses they teach. Reviewing the curriculum to identify gaps in LGBT health education is viewed by 75% of the respondents as the most essential strategy in aligning the curriculum and designing faculty development activities with national LGBT health priorities.