As the visibility and size of the Lesbian, Gay, Bisexual, Transgender, Queer, and Intersex (LGBTQI+) community increases worldwide, inequities in healthcare delivery and health disparities affecting LGBTQI+ people have become more apparent.1 Healthcare professionals, including nurses, report being underprepared to meet the healthcare needs of LGBTQI+ people and nursing programs in the United States (US) commonly fail to address LGBTQI+ health content in their curricula.2–6 Several nursing and medical organizations, such as the National Institutes of Health1 and American Academy of Nursing,7 support an increase in academic exposure to LGBTQI+ health concepts in nursing curricula.

The Johns Hopkins School of Nursing (JHSON) LGBTQI+ Health Initiative (LHI)8 and the Nell Hodgson Woodruff School of Nursing at Emory University (NHWSN), have developed the Tool for Assessing LGBTQI+ Health Training (TALHT) for Pre-licensure Nurses (© 2021 Emory University) to assess the LGBTQI+ health content taught in pre-licensure nursing courses and identify any gaps or redundancies in LGBTQI+ health content across the curricula. This tool is modeled after the Tool for Assessing Cultural Competence Training (TACCT)9 and can be self-administered by nursing faculty. You can learn more about other JHSON LHI initiatives elsewhere.8,10

References
1. Institutes Health Sexual NO, Minority Research Coordinating Committee G. NIH FY 2016-2020 Strategic Plan to Advance Research on the Health and Well-being of Sexual and Gender Minorities. 2015.
2. Lim F, Johnson M, Eliason M. A national survey of faculty knowledge, experience, and readiness for teaching lesbian, gay, bisexual, and transgender health in baccalaureate nursing programs. Nurs Educ Perspect. 2015;36(3):144-152. doi:10.5480/14-1355
3. Lim FA, Brown D V., Jones H. Lesbian, Gay, Bisexual, and Transgender health: Fundamentals for nursing education. J Nurs Educ. 2013;52(4):198-203. doi:10.3928/01484834-20130311-02
4. Lim FA, Hsu R. Nursing Students’ Attitudes Toward Lesbian, Gay, Bisexual, and Transgender Persons: An Integrative Review. Nurs Educ Perspect. 2016;37(3):144-152. doi:10.1097/01.NEP.0000000000000004
5. Poteat T, German D, Kerrigan D. Managing uncertainty: A grounded theory of stigma in transgender health care encounters. Soc Sci Med. 2013;84:22-29. doi:10.1016/j.socscimed.2013.02.019
6. Mitchell KM, Lee L, Green A, Skyes J. The gaps in health care of the LGBT community: Perspectives of nursing students and faculty. Pap Publ Interdiscip J Undergrad Res. 2016;5(1):5. https://digitalcommons.northgeorgia.edu/papersandpubs/vol5/iss1/5/.
7. American Academy of Nursing, American Academy of Nursing (ANA). Position Statement on Health Care for Sexual Minority and Gender-Diverse Populations.; 2012.
8. Sherman ADF, Cimino AN, Clark K, Smith K, Klepper M, Bower KM. LGBTQI+ Health Education for Nurses: An Innovative Approach to Improving Nursing Curricula. Nurs Educ Today. 2021;97:104698. doi:10.1016/j.nedt.2020.104698
9. Lie DA, John B, Crandall S, et al. Revising the Tool for Assessing Cultural Competence Training (TACCT) for curriculum evaluation: Findings derived from seven US schools and expert consensus. Med Educ Online. 2008;13(1):4480. doi:10.3402/meo.v13i.4480
10. Deng A, Klepper M, Sherman ADF, Bower KM. A Qualitative Analysis of LGBTQI+ Representation in Prelicensure Nursing Textbooks. In: Association of Community Health Nurse Educators 43 Annual Conference. Virtual, Oral; 2021.