Implementing LGBTQIA+ Curriculum in Pre-licensure Nursing Programs: a Phenomenological Study
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Authors
Jensen, David
Issue Date
2026-04
Type
Dissertation
Language
en
Keywords
Educational Leadership & Learning Lifelong , curriculum integration , LGBTQIA+ health content , Pre-licensure nursing education
Alternative Title
Abstract
The problem addressed in this study is that patients who identify as lesbian, gay, bisexual, transgender, queer, intersex, or asexual are at risk for inadequate nursing care because nursing graduates are not prepared to provide affirming care. The purpose of this qualitative phenom- enological study was to document the lived experiences of nursing educators implementing inclusive health education in pre-licensure nursing curricula, guided by Transformative Learning Theory. Open-ended virtual interviews were conducted with 10 nurse educators in the United States who held a master’s degree in nursing and taught in pre-licensure nursing programs. Participants were recruited through a social media group for nurse educators. Data were analyzed using thematic analysis integrated with interpretative phenomenological analysis to identify patterns and themes. Key findings indicated that nurse educators experience multiple barriers when integrating inclusive health content into pre-licensure nursing curricula, including limited collegial, leadership, and institutional support, competing curriculum priorities, and regional influences. Implications from the findings suggest that nurse educators may require intentional self-reflection and preparation before implementing LGBTQIA+ health content into the curriculum. Findings also indicated that successful curriculum integration was influenced by educators’ intentions and the level of professional and institutional support available. Implications of these findings suggest that institutional leadership can influence LGBTQIA+ health content integration by providing or limiting training, guidance, and curricular resources. These findings contribute to nursing education practice by identifying structural and interpersonal factors that influence curriculum implementation and highlight the need for institutional and leadership support to promote inclusive, patient-centered nursing education.