The aim of this thesis is to provision prelicensure nursing faculty at Arizona State University with a supplemental resource and presentation on inclusivity, with specific respect to the Lesbian, Gay, Bisexual, Transexual, Queer (LGBTQ+) demographic. Background research posits that prelicensure nursing faculty possess limited information about how to teach students to provide inclusive care and communicate respectfully with patients in the LGBTQ+ population group. This project synthesizes current research pertaining to health inequities within this demographic, and summarizes reported patient care experiences of those within this demographic to illustrate a need for prelicensure faculty education in this area. Information from this research was extrapolated, and a supplemental resource regarding inclusivity created, which was presented to prelicensure nursing faculty at a staff meeting using an in-person modality. A survey was conducted at the conclusion of this educational presentation, gathering anonymous demographic data, as well as opinions as to the usefulness of the presentation in the setting of prelicensure nursing education. Results were then analyzed thematically, with 70% of those surveyed currently incorporating some form of LGBTQ+ education within their curriculum. These results suggest the majority of surveyed prelicensure faculty found the educational presentation and accompanying resource both useful and informative, and intend to apply information learned to their future practice as a nursing educator. These findings are significant, as they provide justification for continuing education and the necessity for additional learning experiences in this area.

The aim of this thesis is to provide prelicensure nursing faculty at Arizona State University with a supplemental resource and presentation on inclusivity, with specific respect to the Lesbian, Gay, Bisexual, Transexual, Queer (LGBTQ+) demographic. Background research posits that prelicensure nursing faculty possess limited information about how to teach students to provide inclusive care and communicate respectfully with patients in the LGBTQ+ population group. This project synthesizes current research pertaining to health inequities within this demographic, and summarizes reported patient care experiences to illustrate a need for prelicensure faculty education in this area. Information from this research was extrapolated, and a supplemental resource regarding inclusivity created, which was presented to prelicensure nursing faculty at a staff meeting using an in-person modality. A survey was conducted at the conclusion of this educational presentation, gathering anonymous demographic data, as well as opinions as to the usefulness of the presentation in the setting of prelicensure nursing education. Results were then analyzed thematically, with 70% of those surveyed currently incorporating some form of LGBTQ+ education within their curriculum. These results suggest the majority of surveyed prelicensure faculty found the educational presentation and accompanying resource both useful and informative, and intend to apply information learned to their future practice as a nursing educator. These findings provide justification for continuing education and additional learning experiences in this area.