Implementation of LGBT+ health education for master’s entry nursing students

Daniel R. Mead, Matthew Sorenson, Kim Amer, Sierra Ribero, Jessica Bishop-Royce, Charles Yingling


Background: There is evidence linking Lesbian, Gay, Bisexual, and Transgender (LGBT+) health education with improvement in nursing students’ knowledge, attitudes, and comfort of LGBT+ health considerations.

Methods: In a pre- and post-test study design, a total of 77 master’s entry to nursing practice (MENP) students completed the LGBT+ health educational module during the Community Health Nursing course.

Results: Statistically significant results were found between pre-test to post-test data for knowledge (p < .001, Cohen’s d 2.52), attitudes (p < .001, Cohen’s d 0.35), and comfort (p = .001, Cohen’s d 0.31) of LGBT+ health considerations.

Conclusions: The LGBT+ health education module improved MENP students’ attitudes and comfort with LGBT+ clients and markedly increased their knowledge of LGBT+ health considerations. Findings suggest LGBT+ health education can be implemented by nursing faculty in master’s entry to nursing practice programs with a positive impact on student knowledge, attitudes, and comfort.

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Journal of Nursing Education and Practice

ISSN 1925-4040 (Print)   ISSN 1925-4059 (Online)

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