Fostering Inclusive Spaces for Diverse LGBTTQ+ Students and Clients in Nursing Curriculum

Peggy McIntosh and Emily Style coined the metaphor that curriculum should be both a “window” and “a mirror” for students. The curriculum should ideally provide “windows out into the experiences of others, as well as mirrors of the student’s own reality” (Michie, 2014, para. 2). It is evident in research that when students feel excluded from curriculum they may not be engaged fully with the content. In reverse, when students are exposed to an inclusive curriculum, they feel motivated and engaged with the content of the course (Haghiri-Vijeh, 2013; Lim & Kim, 2014; Knowles, 1980). Similarly, lesbian, gay, bisexual, transgender, two-spirit, and queer (LGBTTQ+) communities are often missed from nursing education and their health and social care needs are not addressed in the nursing curriculum (Merryfeather & Bruce, 2014). This is relevant to programs in nursing education at diploma, undergraduate, and graduate degree programs (Echezona-Johnson, 2017; Daley & MacDonnell, 2015). Foundational nursing textbooks highlight the importance of inclusivity for all clients, but is this really the case when it comes to LGBTTQ+ clients? Nursing programs must shed light on the importance of acceptance, access, and health equity for the health of LGBTTQ+ populations. Yet, nursing faculty and researchers lack the tools to provide an inclusive and positive space for their LGBTQ+ students in the classroom, lab, and clinical placements (Lim & Hsu, 2016; Sirota, 2013; Sugden, Bosse & LeBlanc, 2016). This presentation aims to provide suggestions and tools on how to foster inclusive environments in nursing education for diverse LGBTTQ+ communities.

This presentation will include lessons learned from providing 3-hour Positive Space training to students. The aim of this study was to examine students’ knowledge and comfort with LGBTTQ+ communities before and after the Positive Space training and its impact on their professional practice. This study employed a mixed method quasi-experimental research study with pretest, posttest, and focus group interviews. The participants included 160 urban city students in Canada. The results showed statistically significant increases in students’ knowledge and comfort about LGBTQ+ communities post training. Unexpected findings were that students had started to educate and inform family and friends about LGBTTQ+ communities after the training. Therefore, incorporation of Positive Space training for healthcare professionals is crucial and has been found beneficial.