Table 3.
Findings of Importance from included reports
| Concept | Aaberg (2016) | Cornelius, Enwaana, Alston, & Baldwin (2017) | Sirota (2013) | Walsh & Hendrickson (2015) |
|---|---|---|---|---|
| Perceived preparedness for teaching SGM-related Content | Not Reported | Not Reported | 56.6% faculty reported feeling not at all prepared to teach homosexuality-related content | Not Reported |
| Appropriateness/Importance of LGBT content for Nursing Curriculum. | 32 (86.5%) agree that LGBT Sexual Health is appropriate for nursing curriculum | Not Reported | 78.6% of faculty rated teaching nursing students about sexual minorities as very important to extremely important | Not Reported |
| Time spent on LGBT/SGM content | 0.59 hrs average spent on LGBT sexual health 29 of 39 (74%) reported <1 hr of LGBT sexual health content 11 (28%), reported 0 hrs of LGBT sexual health content |
32 of 41 (78%) reported <5 hrs of LGBT content. 7 of 41 (17%) reported 6 to 10 hrs of LGBT content 1 (2%) reported 11 to 15 hrs of LGBT content |
Not Reported | 1.63 hrs average LGBT content 4 of 15 (26%) reported 0 hrs of LGBT content 0 schools report >4 hrs LGBT content |
| Courses where SGM-related content is taught | Maternal-Newborn 18.5% Medical-Surgical Nursing 46.1% Health Promotion 15.4% Other courses 37% |
Fundamentals of Nursing 37% Health Assessment 32% Health Diversity 27% Medical-Surgical Nursing 24% Psychiatric Nursing 22% Maternal-Child Nursing 17% LGBT Health 2% |
Not Reported | Not Reported |
| Additional Findings | 16% of faculty indicated that graduates of their program are prepared to address sexuality issues with clients. | 85% of respondents reported that their schools did not have any policies regarding students caring for LGBT patients. | ATLG scores indicated mostly positive attitudes towards homosexuality (M =47.2, SD=27.7). 22% indicated much more negative views (ATLG > 99) | >47.6% of schools address ‘transgender or transsexual [sic] individuals’ and 57% report teaching gender identity concepts |