Honors Theses and Capstones

Date of Award

Spring 2023

Project Type

Senior Honors Thesis

College or School




Program or Major


Degree Name

Bachelor of Science

First Advisor

Kristen Clark

Second Advisor

Kerry Nolte


Objective: The next generation of nurses have increased educational preparation to provide affirming care to lesbian, gay, bisexual, transgender, and queer (LGBTQ+) people, but an evaluation of the effectiveness of this teaching has not been performed. The purpose of this study was to identify nursing student and recent nursing graduate observations of affirming and non-affirming care of LGBTQ+ people in healthcare settings during clinical experiences. We also sought to understand how those experiences affect their ability and willingness to provide affirming health care to LGBTQ+ people.

Methods: Participants filled out a mixed methods Qualtrics survey that was distributed through school emails and social media. Questions were categorized into demographics, Attitudes Towards the LGBTQ+ People, and Observed or Experienced Clinical Interactions with LGBTQ+ People. Data were analyzed through descriptive statistics and thematic analysis.

Results: A total of 67 participants completed the survey. The majority of participants were heterosexual, white, and cisgender women. A total of 80% participants indicated they were close to someone who was a member of the LGBTQ+ population.

Discussion: Inclusive and affirming care is an essential component of caring for the LGBTQ+ population. Through the integration of these principles into nursing education, nursing students and new graduate nurses are comfortable with providing affirming care to the LGBTQ+ community. Education has prepared the next generation of nurses to be mindful of diverse gender identities and patient experiences.

Included in

Nursing Commons