Commitment and confidence, not expertise, are key to LGBTQ+ inclusivity in nursing education: Findings from a mixed-methods study

Aim: The purpose of this study was to understand the experiences of pre-licensure nursing faculty in the United States (U.S.) with LGBTQ+ inclusivity in their teaching practice. Background: Nursing faculty must prepare students to provide equitable care for LGBTQ+ patients and populations. There is a gap in the evidence related to nursing faculty experiences with LGBTQ+ inclusivity. Methods: This explanatory mixed-methods study consisted of a cross-sectional survey (phase I) and semi-structured interviews (phase II). Findings from phase I were used to design the interview guide and inform purposive sampling of survey participants for phase II. Results: Pre-licensure nursing faculty (N = 196) from 41 states completed the phase I survey. Confidence with LGBTQ+ inclusivity and commitment to including LGBTQ+ content had significant impacts on LGBTQ+ health content inclusion. Interview participants (N = 19) described their experiences with LGBTQ+ health content and inclusivity as educators. Integration of data from both phases revealed the interplay of commitment, expectations, relationships, and environment that shape faculty experiences with LGBTQ+ inclusivity. Conclusion: Nursing faculty experiences with LGBTQ+ inclusivity are influenced by a complex interaction among interpersonal, institutional, and environmental factors. LGBTQ+ inclusion is seen as both possible and critical, even under challenging circumstances.