Empowering nursing students through inclusivity training for LGBTQIA+ patients: A quasi-experimental study.

Background: The 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).

Aim: Our study sought to address this gap by developing and assessing the effectiveness of an LGBTQIA+ inclusivity training module for Baccalaureate nursing students.

Design: We employed a quasi-experimental pretest-posttest design, evaluating nursing students' knowledge and attitudes before and after the LGBTQIA+ inclusivity training.

Setting: The study was conducted in a four-year baccalaureate nursing program in the Southern United States.

Participants: Junior-level baccalaureate nursing students.

Methods: Using 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.

Results: N = 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.

Conclusions: The 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.