Abstract
BackgroundThe current state of nursing education is concerning, with nearly two-thirds of the American Association of Colleges of Nursing (AACN) and Commission of Collegiate Nursing Education (CCNE) -accredited universities reporting that their nursing graduates are ill-prepared to care for the LGBTQIA+ community (Eickhoff, 2021). This lack of training is alarming, given the ongoing reports of LGBTQIA+ healthcare discrimination and the insufficient knowledge of nursing faculty to guide future nurses in caring for this patient population (Hughes et al., 2022). AimOur study sought to address this gap by developing and assessing the effectiveness of an LGBTQIA+ inclusivity training module for Baccalaureate nursing students. DesignWe employed a quasi-experimental pretest-posttest design, evaluating nursing students' knowledge and attitudes before and after the LGBTQIA+ inclusivity training. SettingThe study was conducted in a four-year baccalaureate nursing program in the Southern United States. ParticipantsJunior-level baccalaureate nursing students. MethodsUsing a pre-test post-test method, we collected data that included the Gay Affirmative Practice Scale, an LGBTQIA+ knowledge assessment, and a computer-based LGBTQIA+ inclusivity training module. ResultsN = 30 students consented and completed all necessary study components. The findings revealed significant improvements in pre-test and post-test GAP and knowledge assessment scores following the LGBTQIA+ Inclusivity Training for baccalaureate nursing students. ConclusionsThe results of our study underscore the effectiveness of an LGBTQIA+ computer-based simulation experience for baccalaureate nursing students, marking a significant step towards improving LGBTQIA+ healthcare inclusivity in nursing education.
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