Abstract
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+.
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