Abstract
This project used a flipped classroom method to introduce prelicensure baccalaureate nursing students to the concept of sexual orientation and gender identity and increase student knowledge and comfort in the care of these individuals. Teaching-learning strategies included self-instruction via video and classroom activities of group discussion and role-play. The educational activity used a pre- and posttest design to evaluate learning outcomes. After implementation, students reported a greater understanding of the needs of lesbian, gay, bisexual, transgender, queer/questioning, intersex, and asexual (LGBTQIA+) patients. The results suggest that even a short introduction to the LGBTQIA+ patient's needs could increase nursing students' knowledge.
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