A national survey of faculty knowledge, experience, and readiness for teaching lesbian, gay, bisexual, and transgender health in baccalaureate nursing programs

Fidelindo Lim, Michael Johnson, Michele Eliason

Research output: Contribution to journalReview article


AIM This article assesses the knowledge of faculty in baccalaureate nursing programs and their readiness to teach about lesbian, gay, bisexual, and transgender (LGBT) health. BACKGROUND Although health disparities affecting the LGBT population are increasingly acknowledged in the literature, a dearth of information exists on how LGBT health is integrated in nursing programs. METHOD A survey was sent to a nonprobability purposive sample of nursing school administrative leaders (A/=739); they were asked to share the link with their faculty. More than 1, 000 faculty completed the survey. RESULTS The knowledge, experience, and readiness for teaching LGBT health among baccalaureate faculty are limited. LGBT faculty reported greater awareness, knowledge, and readiness compared with heterosexual faculty. The estimated median time devoted to teaching LGBT health was 2.12 hours. CONCLUSION Findings will help inform the design of faculty development programs and guide in aligning the curricula with current LGBT health priorities.

Original languageEnglish (US)
Pages (from-to)144-152
Number of pages9
JournalNursing education perspectives
Issue number3
StatePublished - May 1 2015



  • Faculty development
  • LGBT health
  • Nursing education curriculum
  • Patient-centered care

ASJC Scopus subject areas

  • Nursing(all)
  • Education

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