Dalbey Susan
About the Author Susan Dalbey, DNP, RN, CNE, is an associate professor, Loretto Heights School of Nursing, Regis University, Denver, Colorado. She is also a PhD candidate. The author acknowledges with thanks Dr. Meigan Robb for providing editorial suggestions during the manuscript development. For more information, contact Dr. Dalbey at
Nurs Educ Perspect. 2023;44(5):295-299. doi: 10.1097/01.NEP.0000000000001177. Epub 2023 Aug 1.
The aim of this study was to explore nursing faculty's readiness to teach lesbian, gay, bisexual, transgender, queer or another sexual or gender minority (LGBTQ+) health-related care.
Care of diverse populations is encouraged by nursing organizations. Assessing faculty's readiness to teach this specific content is essential prior to educating student nurses.
Walker and Avant's eight-step approach was used to identify defining attributes, a model case, a borderline case, a contrary case, antecedents, consequences, empirical referents, and implications for nursing education.
Evaluation of the literature indicates nursing faculty's readiness to teach LGBTQ+ health-related care would include defining attributes of teaching methodology, knowledge, attitude, experience, education, and comfort.
When faculty members demonstrate readiness to teach LGBTQ+ health-related care, students will learn and be able to provide such care as appropriate. Hopefully, this will result in better patient outcomes and individualized care for patients who identify as LGBTQ+.
本研究的目的是探讨护理教师对教授女同性恋、男同性恋、双性恋、跨性别、酷儿或其他性取向或性别少数群体（LGBTQ+）健康相关护理的准备情况。
护理组织鼓励对不同人群进行护理。在教育护生之前，评估教师教授这一特定内容的准备情况至关重要。
采用沃克和阿凡特的八步法来确定定义属性、一个典型案例、一个临界案例、一个相反案例、先行因素、后果、实证指标以及对护理教育的启示。
文献评估表明，护理教师教授LGBTQ+健康相关护理的准备情况将包括教学方法、知识、态度、经验、教育和舒适度等定义属性。
当教师表现出教授LGBTQ+健康相关护理的准备情况时，学生将学习并能够适当地提供此类护理。希望这将为认同LGBTQ+的患者带来更好的治疗效果和个性化护理。
