Development and Evaluation of an Interactive eLearning Module on LGBTQ+ Health for Graduate Nursing Student Education

Background The LGBTQ+ community faces unique health challenges, with many issues arising from a lack of specialized training for healthcare providers. To address these disparities, educational programs focusing on LGBTQ+ health are paramount, with research demonstrating tangible benefits from these initiatives. This study details the development and evaluation of an eLearning module on LGBTQ+ health for students in either the Master of Science in Nursing (MSN) or the Doctor of Nursing Practice (DNP) program. This training module assessed changes in implicit bias, self-confidence, comfortability working with LGBTQ+ patients, and knowledge related to LGBTQ+ health. By examining these learning outcomes, inclusive clinical practice can be strengthened among nurse practitioners. Methods Based on existing literature, a 1–2-hour self-paced eLearning module on LGBTQ+ health was developed using Adobe Captivate, an authoring software. The module covered relevant terminology, health disparities, provider communication, and interactive recorded simulations. Students completed surveys before and after finishing the learning module, including self-reported results from two Implicit Association tests (IATs). Descriptive statistics were used to describe the data. Paired t-tests were used to measure learning outcomes from pre- to post-program. Results Sixty-eight third-year nursing graduate students were included in this study (n = 68). The majority of students had some formal training or exposure to LGBTQ+ health. There was a statistically significant improvement in nearly every item related to self-confidence and comfortability working with LGBTQ+ patients. Average scores on a five-question knowledge check increased significantly, although significance varied for each individual question. Implicit bias shifted significantly from the automatic preference towards straight people to the no automatic preference center. This shift was similar but non-significant for transgender people. Conclusions This self-paced, interactive LGBTQ+ health module significantly reduced implicit bias against gay people and improved students’ comfortability and knowledge working with LGBTQ+ community. Continued expansion of educational initiatives addressing LGBTQ+ health is crucial for the preparation of future nurse practitioners. Clinical Trial Number: Not applicable.