A Survey of Nursing Students’ Knowledge of and Attitudes Toward LGBT Health Care Concerns

While LGBT individuals represent almost 10 percent of the population in the United States, many clinicians have inadequate knowledge to care for these sexual minority groups. The purpose of this study was to examine nursing students' knowledge of and attitudes toward providing care to LGBT indi...

Full description

Saved in:
Bibliographic Details
Published inNursing education perspectives Vol. 36; no. 3; pp. 176 - 178
Main Authors Cornelius, Judith B, Carrick, Jennifer
Format Journal Article
LanguageEnglish
Published New York Wolters Kluwer Health, Inc 01.05.2015
Subjects
Access to Health Care
Consent
Content Validity
Core curriculum
Curricula
Distance Education
Education
Educational Strategies
Gays & lesbians
Gender Discrimination
Health aspects
Health care access
Health Needs
Health Services
Interpersonal Relationship
Likert Scales
Medical Services
Medical Students
Minority Groups
Nontraditional Education
Nurses
Nursing
Nursing education
Nursing Students
Patients
Preferences
Research Assistants
Sexual Identity
Sexual minorities
Sexual orientation
Sexually Transmitted Diseases
Student attitudes
Studies
Surveys
Teaching Methods
Validity
United States
Online AccessGet full text

Cover

More Information
Summary:While LGBT individuals represent almost 10 percent of the population in the United States, many clinicians have inadequate knowledge to care for these sexual minority groups. The purpose of this study was to examine nursing students' knowledge of and attitudes toward providing care to LGBT individuals. A 73-item survey was administered to a sample of 190 nursing students. Findings indicated significant knowledge deficits, with RN-BSN students more knowledgeable and having more positive attitudes toward providing LGBT health care than other students. Supplementary teaching strategies may be needed to help students become more comfortable in providing care to LGBT individuals.
Bibliography:ObjectType-Article-2
SourceType-Scholarly Journals-1
ObjectType-Feature-1
content type line 23
ISSN:1536-5026
1943-4685
DOI:10.5480/13-1223