About the Authors Paige Marsh, BSN, RN, is a public health nurse, Hendricks County Health Department, Danville, Indiana. Remy Polster, BSN, RN, is a registered nurse, Franciscan St. Francis Health, Indianapolis, Indiana. George Ricco, PhD, is an assistant professor, University of Indianapolis R. B. Annis School of Engineering, Indianapolis, Indiana. S. Alexander Kemery, PhD, RN, is an associate professor, University of Indianapolis School of Nursing, Indianapolis, Indiana. The authors acknowledge the assistance of Danielle Sparling, BSN, RN; Rhiannon Sullivan, PhD, MHA, RN; Kimberly D. Acquaviva, PhD, MSW, CSE; and Diane Verrochi, MSN, RN, in the development of the instrument used in this study. For more information, contact Dr. Kemery at
Nurs Educ Perspect. 2022;43(4):228-232. doi: 10.1097/01.NEP.0000000000000955. Epub 2022 Mar 25.
The purpose of this study was to identify factors influencing the decision to teach lesbian, gay, bisexual, transgender, and queer (LGBTQ) content in baccalaureate nursing programs and determine priority areas for future intervention.
LGBTQ people face a variety of health disparities. Lack of LGBTQ-focused education in nursing schools contributes to these disparities.
Using the theory of planned behavior as a framework, nurse educators from across the United States (n = 111) were surveyed on concepts that influenced their intention to teach LGBTQ content.
Average scores on items related to barriers, outcomes, control, norms, and attitudes were found to significantly correlate with the intention to teach LGBTQ content.
Participants reported positive attitudes and some measure of control over curricula but did not indicate an intent to incorporate LGBTQ content. Lack of time, knowledge/competence, resources, and training were barriers. A toolkit to facilitate teaching LGBTQ content may increase inclusion in nursing curricula.
本研究旨在确定影响在本科护理课程中教授男女同性恋、双性恋、跨性别和酷儿（LGBTQ）内容的因素，并确定未来干预的优先领域。
LGBTQ 人群面临着各种健康差距。护理学校缺乏针对 LGBTQ 的教育是造成这些差距的原因之一。
本研究以计划行为理论为框架，对美国各地的护理教育工作者（n=111）进行了调查，了解影响他们教授 LGBTQ 内容的意向的概念。
与教授 LGBTQ 内容的意向显著相关的是与障碍、结果、控制、规范和态度相关的项目的平均得分。
参与者报告了积极的态度和对课程的某种控制，但并没有表示有意纳入 LGBTQ 内容。缺乏时间、知识/能力、资源和培训是障碍。一个促进教授 LGBTQ 内容的工具包可能会增加护理课程的包容性。
