Nursing students' perspectives on the inclusion of course content on lesbian, gay, bisexual, and transgender health in the nursing curriculum: A descriptive qualitative study

Nilay Ercan‐Şahin and Funda Aslan

Nursing & Health Sciences, 2020, vol. 22, issue 3, 822-829

Abstract: The aim of the study was to examine nursing students' perspectives on why and how course contents on lesbian, gay, bisexual, and transgender health should be included in the nursing curriculum. This was a descriptive qualitative study. A purposive sample was used, and 17 students participated. Thematic analyses revealed four themes: “The need for knowledge and awareness”; “Communication”; “The need for practice‐based learning”; and “Inclusion of course contents on lesbian, gay, bisexual and transgender health in the nursing curriculum”. Almost all the students reported that the proportion of the course content that had been allocated to lesbian, gay, bisexual, and transgender health was inadequate and emphasized that it is necessary to improve both the theoretical and practical components of the nursing curriculum.

Date: 2020
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https://doi.org/10.1111/nhs.12742

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Persistent link: https://EconPapers.repec.org/RePEc:wly:nuhsci:v:22:y:2020:i:3:p:822-829

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