Lesbian, gay, bisexual and transgender (LGBT) is an acronym that groups together four populations under one umbrella term. Each of these populations has their own distinct and unique health care needs. Transgender persons may present their gender differently than what is considered the societal norm. As a result, they are more prone to discrimination, harassment and acts of violence than other marginalized populations. Prior experiences with health care professionals may cause transgender persons to avoid seeking health care when needed. As more persons identify as transgender, the need to educate health care providers on the appropriate and sensitive care of this population takes on greater importance. In an effort to address the disparities of sexual and gender minorities, learning to care for this population should begin early on in nursing education. However, if nurse educators are not familiar with or have bias towards this population, it is unlikely that appropriate content to address the specific needs of this population will be included in course content. Educators may not be well versed on this topic owing to the lack of inclusion in the literature which may be a barrier. Nurses must recognize the variances that exist among diverse populations in order to effectively treat and affect positive health care outcomes. The purpose of this qualitative descriptive study was to explore the attitudes, perceptions, knowledge and biases of nursing faculty regarding care for transgender persons and inclusion in nursing courses. The participants were nursing faculty who were currently teaching part-time, full-time or adjunct in baccalaureate programs. This study was conducted to determine what factors influence inclusion or exclusion of this content in nursing education.

This study used a qualitative descriptive research design. After conducting a qualitative content analysis of interview data from twenty participants, seven themes emerged including: experience with transgender persons; inclusion and exclusion of content in curriculum; teaching to the test; holistic care and diversity; lack of faculty knowledge; secular versus religious influence on teaching transgender content; and student preparation and readiness to care for transgender persons.

Nurse educators are in a strategic position to teach student nurses on the specific needs of the transgender patient during their didactic and clinical rotations. Educating faculty on the unique needs of this population and thereby increasing their own familiarity will enable them to impart valuable knowledge to their students who, after graduation, will be better prepared to care for transgender persons. Transgender patients will benefit from more comprehensive and affirming nursing care provided to them.