Abstract
Background: There appears to be little published literature around the experiences of LGBTQ+ student nurses. Articles were located around the experiences of student nurses caring for LGBTQ+ patients, or their attitudes towards them, but very little around the experience of being an LGBTQ+ student nurse. An inclusive curriculum also came up during literature searching. One article, over thirty years old, by Stephany (1992) highlighted that gay and lesbian nursing students may choose to hide their true identity or allow assumptions that they were heterosexual to go unchallenged, due to fear of any repercussions. Clarke (2017) reported similar findings, that LGBTQ+ student nurses negotiate if and how their sexuality is revealed and that this varies between the practice learning or university environments. There is a clear gap in the literature to further explore this topic both in general, and from a Scottish perspective specifically.
Methodology: The methodology used in this study was Exploratory-Descriptive Qualitative research, as described by Hunter, McCallum and Howes (2019). This methodology is appropriate when there is little or nothing known about the topic under investigation, as was the case here.
Methods: Following ethical approval, purposeful sampling was used to recruit participants. Despite two rounds of recruitment (one year apart) we managed to only secure 7 participants. Data was collected via individual face-to-face interviews, conducted online using the Zoom platform. Interviews were recorded and transcribed verbatim, using the built-in functionality already on Zoom. Transcribed interviews will then be analysed thematically, following the guidelines provided by Braun and Clarke (2006, 2021).
Findings: Data analysis has commenced and will be completed in time for conference.
Implications: Our initial impression of the data suggests that implications will exist for both education and clinical practice regarding how to support LGBTQ+ student nurses during their programme of education and beyond.
Methodology: The methodology used in this study was Exploratory-Descriptive Qualitative research, as described by Hunter, McCallum and Howes (2019). This methodology is appropriate when there is little or nothing known about the topic under investigation, as was the case here.
Methods: Following ethical approval, purposeful sampling was used to recruit participants. Despite two rounds of recruitment (one year apart) we managed to only secure 7 participants. Data was collected via individual face-to-face interviews, conducted online using the Zoom platform. Interviews were recorded and transcribed verbatim, using the built-in functionality already on Zoom. Transcribed interviews will then be analysed thematically, following the guidelines provided by Braun and Clarke (2006, 2021).
Findings: Data analysis has commenced and will be completed in time for conference.
Implications: Our initial impression of the data suggests that implications will exist for both education and clinical practice regarding how to support LGBTQ+ student nurses during their programme of education and beyond.
| Original language | English |
|---|---|
| Pages | 149-150 |
| Number of pages | 2 |
| Publication status | Published - 31 Mar 2025 |
| Event | RCN Education Forum National Conference and Exhibition 2025 - University of Strathclyde, Glasgow, United Kingdom Duration: 31 Mar 2025 → 1 Apr 2025 https://www.rcn.org.uk/news-and-events/events/uk-education-conference-310325 |
Conference
| Conference | RCN Education Forum National Conference and Exhibition 2025 |
|---|---|
| Country/Territory | United Kingdom |
| City | Glasgow |
| Period | 31/03/25 → 1/04/25 |
| Internet address |