Date of Conferral
Doctor of Education (Ed.D.)
Abstract Nurses are often the first healthcare professionals that patients encounter in a healthcare environment; however, members of the lesbian, gay, bisexual, or transgender (LGBT) community and other diverse populations fail to seek medical attention due to feelings of discrimination and an unwelcoming environment. The focus of this qualitative, formative, program evaluation was that the baccalaureate nursing students at a private 4-year college in the Northeastern United States indicated a lack of academic preparation in cultural competency to properly care for members of the LGBT community and other diverse populations after graduation. Leininger’s theory of cultural care was used in this study to assess the perceptions of 13 professional nurses (who graduated within the past 2 academic years) and 8 Bachelor of Science Nursing (BSN) faculty about the adequacy of the nursing curriculum in educating students on the topic of cultural competency and caring for the LGBT population. The research questions focused on this same topic. Findings from the collected data (semi structured interviews for faculty and web-based surveys for nurses) revealed 4 themes, which indicated that the BSN curriculum needs updates for topics such as trust and respect for the LGBT populations and addressing diversity and vulnerable populations. The resultant project consisted of an evaluation report that focused on the summary of findings and the resultant recommendations, with a focus on potential changes to the nursing curriculum to improve nurses' ability to improve healthcare for the LGBT population. The project contributes to positive social change by helping administrators graduate culturally competent nurses who can improve healthcare for members of the LGBT population.
Mercado, Lorraine J., "A Qualitative, Formative Evaluation of Cultural Competencies in a Baccalaureate Nursing Program" (2021). Walden Dissertations and Doctoral Studies. 9879.