The research hypothesis for the study is presence faculty knowledge in programs offered in nursing colleges along with the readiness to teach about lesbian, gay, bisexual and transgender (LGBT) well-being. The null hypothesis is an absence of department knowledge in baccalaureate nursing programs and lack of readiness to educate about lesbian, gay, bisexual and transgender (LGBT) health.
On methodology, the research used both qualitative and quantitative data collection techniques. This was used to increase the reliability and validity of information collected from the research.
The dependent variable is preparedness for offering LGBT health in baccalaureate nursing courses while the independent variable is department knowledge. This is so because the preparedness for teaching LGBT health in colleges offering nursing programs depends on the faculty experience.
Sample style was selected using nonprobability purposive sampling technique, and the number of people involved was seven hundred and thirty-nine (739). The selection criteria were based on a link they shared with their faculty. The inclusion criteria were all nursing faculty.
The nominal descriptive statistics the researcher used to analyze data were: race, sex, year of teaching and sexual orientation. Ordinal ones were: age, teaching experience, employment status, and academic degree.
The statistical test used was a revelation that some would feel uncomfortable and allowed to withdraw from the research any time and that there was no compensation. Emails were also sent to the leaders of administration four weeks and a fortnight shy off research.
The data gathering tool used was a questionnaire.
The reason for the tools being chosen is: less expensive, can reach a large number of people, unlike the personal interviews.
The faculty attitudes and knowledge towards LGBT was analyzed by separating data using sexual orientation. This was to avoid bias due to the large sample size.
The qualitative analysis was done by comments being uploaded into NVivo 10.0 and a content analysis approach. The themes were: programs, promoting faculty preparedness in integrating LGBT health topics into the syllabus and finally teaching techniques used by schools to meld LGBT into the curriculum.
Significant findings of the study were: knowledge limitations and limited awareness of LGBT issues by the majority of the respondents, the respondents showed a desire for faculty development training in LGBT health.
Limitations of the study were: potential bias from the nonprobability sampling method, the possibility that the department which has little value for LGBT could have failed to fill questionnaire, the I-CVI' used was never tested for reliability and finally the study did not include schools which do not offer BSN programs.
The study has a possible impact of changing the curriculum of nursing by including the LGBT topics.
On implications for further research, the study will help further researchers identify the best tools for collecting data, the most applicable data collection method that is whether probabilistic or no probabilistic and finally the future researcher will avoid re-inventing the wheel by coming up with research based on already done topics.
Reference.
Lim, F., Johnson, M., & Eliason, M. (2015). A national survey of faculty knowledge, experience, and readiness for teaching lesbian, gay, bisexual, and transgender health in baccalaureate nursing programs. Nursing Education Perspectives, 36(3), 144-152.
