A National Survey of Faculty Knowledge and Experience With Lesbian, Gay, Bisexual and Transgender (LGBT) Health and Readiness for Inclusion in Teaching: Curricular Implications for Baccalaureate Nursing Programs

2.50
Hdl Handle:
http://hdl.handle.net/10755/335364
Category:
Full-text
Type:
Presentation
Title:
A National Survey of Faculty Knowledge and Experience With Lesbian, Gay, Bisexual and Transgender (LGBT) Health and Readiness for Inclusion in Teaching: Curricular Implications for Baccalaureate Nursing Programs
Other Titles:
Potential Development Within Nursing Programs
Author(s):
Lim, Fidelindo
Lead Author STTI Affiliation:
Upsilon
Author Details:
Fidelindo Lim, DNP, CCRN, fl9@nyu.edu
Abstract:
Session presented on Thursday, July 24, 2014: Purpose: The purpose of this faculty needs assessment survey is to appraise the LGBT health knowledge, experience and readiness teaching LGBT health topics among the nursing faculty in baccalaureate programs across the U.S. Methods: An investigator-developed Likert-type survey questionnaire was used to collect data using Qualtrics. Direct online solicitation of all chief administrative leader whose names and e-mail addresses are publicly available on the website of the American Association of Colleges of Nursing (AACN) (N=739) was conducted. The nursing school's chief administrative leaders were requested to forward the study link to all faculty teaching in the baccalaureate program. Results: Of 1,119 participants, 43% reported limited or somewhat limited knowledge of LGBT health and 37% indicated limited awareness of LGBT health topics. Between 23 to 63% of respondents indicated either never or seldom teaching LGBT health and 52% reported being fully or adequately ready integrating LGBT health in their teaching. The median time devoted to teaching LGBT health is 2 hours. Conclusion: Nursing faculty teaching in baccaluareate programs have limited knowledge of LGBT health and a majority feels ready to integrate LGBT health into the courses they teach. Reviewing the curriculum to identify gaps in LGBT health education is viewed by 75% of the respondents as the most essential strategy in aligning the curriculum and designing faculty development activities with national LGBT health priorities.
Keywords:
Nursing Education; BSN programs; LGBT Health
Repository Posting Date:
17-Nov-2014
Date of Publication:
17-Nov-2014 ; 17-Nov-2014
Other Identifiers:
INRC14A06
Conference Date:
2014
Conference Name:
25th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Hong Kong
Description:
International Nursing Research Congress, 2014 Theme: Engaging Colleagues: Improving Global Health Outcomes. Held at the Hong Kong Convention and Exhibition Centre, Wanchai, Hong Kong

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.language.isoenen
dc.type.categoryFull-texten
dc.typePresentationen
dc.titleA National Survey of Faculty Knowledge and Experience With Lesbian, Gay, Bisexual and Transgender (LGBT) Health and Readiness for Inclusion in Teaching: Curricular Implications for Baccalaureate Nursing Programsen
dc.title.alternativePotential Development Within Nursing Programsen
dc.contributor.authorLim, Fidelindoen
dc.contributor.departmentUpsilonen
dc.author.detailsFidelindo Lim, DNP, CCRN, fl9@nyu.eduen
dc.identifier.urihttp://hdl.handle.net/10755/335364-
dc.description.abstractSession presented on Thursday, July 24, 2014: Purpose: The purpose of this faculty needs assessment survey is to appraise the LGBT health knowledge, experience and readiness teaching LGBT health topics among the nursing faculty in baccalaureate programs across the U.S. Methods: An investigator-developed Likert-type survey questionnaire was used to collect data using Qualtrics. Direct online solicitation of all chief administrative leader whose names and e-mail addresses are publicly available on the website of the American Association of Colleges of Nursing (AACN) (N=739) was conducted. The nursing school's chief administrative leaders were requested to forward the study link to all faculty teaching in the baccalaureate program. Results: Of 1,119 participants, 43% reported limited or somewhat limited knowledge of LGBT health and 37% indicated limited awareness of LGBT health topics. Between 23 to 63% of respondents indicated either never or seldom teaching LGBT health and 52% reported being fully or adequately ready integrating LGBT health in their teaching. The median time devoted to teaching LGBT health is 2 hours. Conclusion: Nursing faculty teaching in baccaluareate programs have limited knowledge of LGBT health and a majority feels ready to integrate LGBT health into the courses they teach. Reviewing the curriculum to identify gaps in LGBT health education is viewed by 75% of the respondents as the most essential strategy in aligning the curriculum and designing faculty development activities with national LGBT health priorities.en
dc.subjectNursing Educationen
dc.subjectBSN programsen
dc.subjectLGBT Healthen
dc.date.available2014-11-17T13:50:39Z-
dc.date.issued2014-11-17-
dc.date.issued2014-11-17en
dc.date.accessioned2014-11-17T13:50:39Z-
dc.conference.date2014en
dc.conference.name25th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationHong Kongen
dc.descriptionInternational Nursing Research Congress, 2014 Theme: Engaging Colleagues: Improving Global Health Outcomes. Held at the Hong Kong Convention and Exhibition Centre, Wanchai, Hong Kongen
All Items in this repository are protected by copyright, with all rights reserved, unless otherwise indicated.