Abstract
Background: Holistic nursing care integrates the physical, social, spiritual and psychological dimensions of well-being. Sexual and gender minority (SGM) groups experience healthcare disparities because of non-inclusive policies. To provide culturally competent care, nurses must receive training in addressing the needs of SGM individuals.
Aim: This review synthesises evidence on the training nurses receive to deliver holistic care to SGM groups.
Methods: Four electronic health databases – MEDLINE, Web of Science, ProQuest (Nursing & Allied) and EBSCOhost (CINAHL) – were searched for articles on nurses’ training for holistic care of SGM people, published between 2021 and 2025. Screening and reporting adhered to PRISMA flowchart guidelines, and Population, Concept and Context framework was utilised.
Results: Three key themes emerged: the beneficial outcomes of healthcare training for nurses on SGM issues, factors hindering nurses from providing holistic care to SGM groups and characteristics of content in nursing education.
Conclusion: Programmes aimed at equipping nurses to deliver holistic nursing care to SGM individuals require improvements in both their duration and delivery methods. It is imperative for higher education institutions to prioritise the provision of training on SGM issues for nurse educators, as this initiative is essential for substantially improving curriculum development. Collaboration among stakeholders can enhance healthcare outcomes for SGM groups.
Contribution: This review can inform policies affecting SGM individuals, while helping develop a culturally competent workforce.
Keywords: holistic nursing care; nurses; scoping review; sexual and gender minorities; training initiatives.
Introduction
Nursing care that adopts a holistic perspective addresses the healthcare needs shaped by an individual’s physical, social, spiritual and psychological dimensions of well-being (Ambushe et al. 2023:1). This comprehensive approach to care is widely acknowledged as the standard for ensuring that patients’ healthcare needs are adequately met. However, individuals from sexual and gender minority (SGM) communities continue to encounter healthcare disparities because of the absence of inclusive policies in medical facilities that address their holistic healthcare needs (Menzer 2026:1). This highlights the necessity for healthcare facilities to revise policies and documentation to ensure that all gender identities and sexual orientations are recognised and protected (Fasullo et al. 2022:1087).
In evaluating the physical healthcare needs of SGM individuals, it is imperative for nurses to engage in sensitive listening and to eschew discriminatory assumptions (Medina-Martínez et al. 2021:8). Given that healthcare providers frequently lack experience with SGM populations, it is essential for patients to inform them about their specific healthcare requirements (Mitchell, Jacobs & McEwen 2023:7). Nurses should demonstrate a willingness to understand the healthcare needs of their SGM patients (Roach 2024:36). Maintaining confidentiality is crucial in providing holistic care to all patients, including those from SGM groups (Eliason, Chinn & ProQuest 2018:224). Nursing assessments should facilitate holistic care rather than be driven by mere curiosity (Cicero et al. 2024:87). Care that is imbued with bias continues to contribute to the discrimination of SGM individuals, particularly in the context of sexual healthcare (Casanova-Perez et al. 2022:278; Guzman et al. 2024:9).
Affirmative care practices that acknowledge and respect gender markers, such as the use of appropriate pronouns, may support individuals’ gender identity (Lippe et al. 2023:48). Such practices can foster inclusive environments for SGM individuals, who are often marginalised by the healthcare system (Cicero et al. 2024:91). The use of inclusive language and terminology may significantly enhance relationships between SGM individuals and healthcare professionals (Reeves et al. 2024:22; Sileo et al. 2022:8). Unfortunately, it appears that the use of preferred pronouns for patients from SGM groups is frequently neglected (Carroll et al. 2024:852). Such neglect may signal to the SGM community that they are not welcome in the hospital (Casanova-Perez et al. 2022:278).
Nurses should refrain from incorporating their personal spiritual beliefs into the care of SGM individuals (De Souza Maria De Aragão et al. 2022:4). It is frequently observed that nurses’ religious beliefs can adversely affect their attitudes towards SGM patients (Westwood, James & Hafford-Letchfield 2023:387). Conversely, patients often derive comfort from their own religious beliefs, which should be respected by healthcare providers Javier (2021:5). Patients from SGM groups require spiritual support, and healthcare providers have an obligation to ensure that their healthcare needs are adequately addressed (Sonneville 2023:204).
Psychological counselling and therapeutic support within sexual and reproductive healthcare may significantly enhance the well-being of SGM individuals (Seretlo, Smuts & Mokgatle 2024:8). A study conducted in Zambia by Mulavu et al. (2023:8) identified that SGM patients often experience psychological issues, including victimisation through physical threats and prejudice within healthcare environments. Jenkins et al. (2024:1) noted that SGM individuals residing in rural areas are more susceptible to depression and report receiving suboptimal healthcare services. Furthermore, Sileo et al. (2022:10) established a correlation between misconceptions about the SGM community and the prevalence of chronic illnesses, as exemplified by the erroneous belief that ‘HIV is gay’. According to Muwanguzi et al. (2023:7), nurses, through their own biases, may exacerbate the mental health challenges faced by SGM patients.
Providing culturally sensitive care to individuals from SGM communities is a fundamental obligation for nursing professionals (Stueben et al. 2024:1). Despite the expectation that nurses address the needs of a diverse patient population, some practitioners have reported feeling inadequately prepared to support individuals from SGM groups (Seretlo & Mokgatle 2023:4). This inadequacy may be attributed to a deficiency in educational programmes designed to enhance awareness of the healthcare needs of these marginalised communities (Argyriadis et al. 2023:2). Wang et al. (2025:6810) underscore the urgent necessity for initiatives that specifically address the healthcare requirements of these individuals.
Interest in the preparedness of nurses to provide care for SGM communities has been increasing across various regions, with readiness varying by location and institution. A study conducted by Muwanguzi et al. (2023:9) in Zambia indicated that nurses’ misconceptions regarding SGM lifestyles were altered following training. In the Philippines, research by Alibudbud (2024:1) advocated for the integration of SGM healthcare into nursing education. Conversely, in Switzerland, Nikitara et al. (2024:1) found that nurses felt inadequately prepared to care for SGM individuals despite having access to resources. Ancheta et al. (2025:4) observed that nurses demonstrated positive attitudes towards caring for SGM youth and expressed a desire for increased Lesbian, Gay, Bisexual, Transgender and Queer (LGBTQ+) education, although opinions differed regarding the collection of sexual orientation and gender identity data.
The researchers undertook a scoping review to delineate and map the existing body of knowledge, thereby illustrating how this study will contribute to its expansion. The motivation for this review arose from the documented healthcare disparities experienced by SGM individuals in the literature. Understanding the extent of nurses’ preparedness to care for SGM individuals on a global scale was essential. This understanding could facilitate the development of training initiatives to address the gap in care provided by nurses to SGM individuals.
Methods
This scoping review aimed to delineate the current understanding of how nurses are trained to provide holistic care to SGM individuals. Conducting such a review helps to identify research gaps in this field (Banda, Mokgatle & Oladimeji 2025:5). The framework for scoping reviews by Arksey and O’Malley (2005) was utilised, encompassing (1) formulating the research question, (2) identifying relevant studies, (3) selecting studies, (4) organising the data and (5) compiling, summarising and presenting the findings. The protocol for this scoping review has not yet been registered.
In scoping reviews, there is neither an expectation nor a formal requirement to assess the risk of bias or the quality of evidence (Peters et al. 2021:3). This review adhered to the guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for scoping reviews (PRISMA-ScR), which employs a rigorous methodological approach to systematically identify, evaluate and summarise scientific literature in a transparent and reproducible manner. Utilising the PRISMA-ScR framework ensures comprehensive literature coverage, reduces bias and facilitates replication of the review process, thereby providing a robust foundation for drawing conclusions and making recommendations based on the collected data (Gottlieb et al. 2021:2).
Stage 1: Identifying the research question
The research question posed was ‘What is known’ from the current literature regarding nurse training for holistic care of individuals from SGM groups? This review aimed to outline the existing knowledge on how nurses are educated to provide holistic care to SGM groups; assess the effects of training programmes on nurses; and examine the duration, delivery methods and content of the training. A broad approach should be maintained to ensure comprehensive coverage, allowing decisions to be made on setting parameters for large volumes of references once the scope of the field is better understood (Arksey & O’Malley 2005:23; Gottlieb et al. 2021:2). Therefore, scoping reviews do not employ structured questions as they aim to explore the breadth of research available on a topic, guided by a research question (Davies et al. 2024:2). Additionally, Gottlieb et al. (2021:2) suggested that researchers should consider the purpose and objectives of the review when formulating their research question, ensuring that the study has significant and relevant implications for educational policy, practice and/or further research. To assess whether the research question was suitable for this scoping review study, the researcher utilised the Population, Concept and Context framework for scoping reviews (see Table 1).
| TABLE 1: Population, Concept and Context framework for determining the eligibility of the research question. |
Stage 2: Identifying relevant studies
This scoping review included all studies published in peer-reviewed journals that concentrated on preparing or training nurses to deliver holistic care to individuals from SGM groups. As Arksey and O’Malley (2005:4) propose, the main goal of scoping the field is to comprehensively identify primary studies and reviews that can effectively address the research question. The studies were identified through a search of English-language literature published between 2021 and 2025, a timeframe selected based on the recent literature pertinent to the research question. A librarian was consulted to aid in developing the search strategy and identifying relevant databases (Carroll, Stokes & Darley 2021:3). MEDLINE Complete was the primary database used for this review because of its extensive coverage of healthcare publications. The search was confined to healthcare databases, including the Web of Science, ProQuest (Nursing and Allied) and EBSCOhost (CINAHL). Grey literature was excluded because it lacked sufficient details for the analysis process (Lee et al. 2024:2). The researcher employed key search terms such as ‘nurses’, ‘nursing staff’, ‘nursing practitioners’, ‘professional nurses’, ‘registered nurses’, ‘training’, ‘ongoing training’, ‘educational support’, ‘training programme’, ‘care’, ‘holistic care’, ‘inclusive care’, ‘comprehensive care’, ‘sexual and gender minority’, ‘LGBTIQI’, ‘lesbian’, ‘gay’, ‘transgender’ and ‘bisexual’. These terms were combined using ‘OR’ within each category and ‘AND’ across different categories.
Eligibility criteria
Inclusion criteria:
- Original research articles reporting information on the preparation of nurses in holistic care for people from SGM groups.
- The articles focused on nurses or similar roles in healthcare contexts.
- Articles published in peer-reviewed journals.
- Articles published in English.
- Articles published between 2021 and 2025.
- Articles involving participants recruited from all parts of the world.
Exclusion criteria:
- Non-English publications.
- Grey literature, including conference papers, theses and dissertations.
- Studies focused exclusively on all healthcare professionals other than nurses unless they provided data relevant to this scoping review.
Stage 3: Study selection
The online software ‘Covidence’ was used for systematic screening to enhance efficiency and transparency.
This tool streamlines the screening process, aiding the review of titles and abstracts for the final review stage (https://www.covidence.org/). As Arksey and O’Malley (2005:25) note, establishing a method to exclude irrelevant studies is essential. The inclusion criteria were holistic care provision, SGMs as care recipients, and nurses as care providers (Arksey & O’Malley 2005:26). The process of determining the inclusion and exclusion criteria was guided by identifying pertinent studies and collecting relevant data (Maluleke 2024:69). The selected publications were incorporated into the review, as depicted in the PRISMA-ScR flow diagram (Figure 1). After duplicates were removed, the researcher and supervisor assessed the titles and abstracts against the established criteria to identify eligible studies (Banda et al. 2025:4). Discrepancies were resolved through consensus-based dialogue. Sharma and Goyal (2023:55) recommended involving at least two reviewers, with conflicts resolved by consensus or a third reviewer. Studies meeting the criteria were uploaded to the Endnote software developed by Clarivate headquarters in Baar, Switzerland founded in 1996. Criteria were developed based on these research questions.
Stage 4: Charting of data
The subsequent step involves ‘charting’ essential information from the primary research reports under review (Arksey & O’Malley 2005:26). As noted by Sharma and Goyal (2023:55), detailed data from the selected literature within the protocol ensures transparency. Data were collected in the following categories: author, title, journal, year and country, study aim, population, sampling method, sample size, research design and findings. This process ensured consistent data collection across the studies. The data extraction template was pilot-tested and revised after discussions with the study supervisor (Wanko Keutchafo et al. 2021:4). The researcher organised the data into a Microsoft Word spreadsheet with relevant headings (Godhwani et al. 2025:5). Table entries were checked for completeness (Andrew-Bassey et al. 2024:3). The supervisor reviewed the captured data, and the extraction was updated to enable the comprehensive abstraction of relevant data (Mapulanga & Dlungwane 2022). This facilitated an effective synthesis of findings regarding nurses’ training in holistic care for SGM individuals globally (see Table 2) (Lee et al. 2024:3).
Ethical considerations
Ethical clearance to conduct this study was obtained from the Faculty of Health Sciences Research Ethics Committee of the University of Pretoria (No. 338/2025).
Results
Stage 5: Collating, summarising and reporting the results
The evaluation of data gathered through the data extraction framework sheds light on existing research on the training of nurses in providing holistic care to SGM individuals. It also highlights the knowledge gaps in this area of study (Carroll et al. 2021:4). The outcomes of the search strategy and selection processes are presented in the PRISMA-ScR diagram (Sharma & Goyal 2023:55). Refer to Figure 1.
Characteristics of the selected publications
The scoping review included 18 publications, with the publication years ranging from 2021 to 2025.
Significantly 2023 saw the highest number of publications, accounting for 33.3% of all publications. The majority of the studies were conducted in the United States (US), which contributed the most publications (n = 13). Other countries, including Australia, Canada, Ireland, Uganda and Taiwan, each provided one study (5.5%). The most common study designs were pre- and post-intervention (n = 8), followed by qualitative (n = 3), quasi-experimental (n = 2), mixed method (n = 2), survey (n = 1), non-randomised (n = 1) and project-utilised (n = 1). The sample sizes were mentioned in 17 publications. Regarding the study population, student-focused studies had the largest number of participants, with 10 (55.5%), compared to nurses with 3 (16.6%), nursing academics with 2 (11.1%), nursing clinical leaders with 1 (5.5%), a combined group of nursing students, nursing academics and nurses with 1 (5.5%), and an unspecified group with 1 (5.5%).
Content analysis
Thematic content analysis was employed to interpret narrative accounts from selected studies, adhering to Braun and Clarke’s (2006) six-step framework: (1) familiarisation, (2) coding, (3) generating themes, (4) reviewing themes, (5) defining and naming themes and (6) report writing. The researchers engaged deeply with the data by repeatedly reading the extracted articles. Relevant sections from these articles were transcribed and organised into a spreadsheet, with each segment being individually analysed and inductively coded (Braun & Clarke 2006:87). According to Oke and Sibomana (2025:3), the literature should be independently coded and categorised into main themes by two individuals, with disagreements resolved through discussions and unresolved issues referred to a third reviewer for adjudication. To mitigate personal biases that might influence data interpretation, the researcher maintained a reflective journal during the analysis phase (Corrigan et al. 2025:5). Rather than focusing on the quality of each study individually, the review provides a comprehensive summary of the evidence by compiling findings and presenting an organised overview (Banda et al. 2025:5). Arksey and O’Malley (2005:27) note that unlike a systematic review, a scoping study does not aim to ‘synthesise’ evidence or combine findings. While a scoping study requires an analytical framework or thematic structure for a narrative overview of the literature, it does not evaluate the ‘weight’ of the evidence on specific interventions or policies.
Theme 1: Beneficial outcomes of healthcare training for nurses in sexual and gender minority issues: Among the 18 publications reviewed, 12 emphasised knowledge retention as the primary outcome. Of these, seven employed pre- and post-test designs, three used quasi-experimental pre- and post-test designs, one adopted a mixed method approach, and one utilised a survey design (see Table 3). These studies, conducted across various geographical regions and settings, showed methodological diversity. All reported improved scores following the educational interventions. Three studies (Koch et al. 2021; Mitchell et al. 2023; Wang et al. 2023) highlighted enhancements in participants’ cultural competency post-training, including increased awareness and empathy towards transgender patient care, as well as greater mindfulness in language use and confidence in pronoun application. Seven studies observed a positive shift in nurses’ attitudes towards LGBTQ+ healthcare needs after training (Cole et al. 2024; Maihle, Anderson & Von Sadovszky 2024; Mitchell et al. 2023; Muwanguzi et al. 2023; Rohde & Goode 2024; Tartavoulle & Laundry 2021). Webb and Zablocki (2023) found that nurse educators recognise the importance of LGBTQ+ patient-centred care. Despite personal beliefs regarding SGM, a study by Muwanguzi et al. (2023) in Ghana revealed that nurses acknowledged their professional duty to provide care irrespective of differences after training. Two studies by Koch et al. (2021) and Rohde et al. (2024) indicated that student nurses developed an interest in patients’ gender identity and empathy towards marginalised groups following the training session.
| TABLE 3: Characteristics of 18 publications in the scoping review. |
Theme 2: Factors impeding nurses in the provision of holistic care to sexual and gender minority groups: Three distinct studies conducted by Muwanguzi et al. (2023); Priddle, Crawford and Power (2025) and Tsusaki, Mullassery and Padmavathy (2024) have underscored the challenges associated with delivering holistic care to individuals from SGM communities. Two of these investigations utilised qualitative research methodologies, while the third employed a non-randomised design (see Table 3). The findings revealed that time constraints hindered students from engaging with optional LGBTQ+ content. Ugandan nurses identified legal restrictions and religious beliefs as significant barriers to providing care to SGM patients. An Australian study highlighted negative attitudes, noting that nursing education is predominantly shaped by heteronormative norms and practices, with limited inclusion of LGBTQ+ content. Frequently, LGBTQ+ material is integrated into other subjects and often designated as ‘optional’. Educators reported uncertainty and a lack of consensus regarding the quantity, delivery and evaluation of LGBTQ+ content within the curriculum.
Theme 3: Characteristics of sexual and gender minority content in nursing education: Nurse educators have identified a deficiency in opportunities to instruct nursing students in patient-centred care specifically tailored to LGBTQ+ individuals (Table 3) (Webb et al. 2023). The majority of participants reported a lack of formal training in caring for members of the LGBTQ+ community (Priddle et al. 2025). In research conducted by Brown et al. (2023), educators expressed a willingness to incorporate LGBTQ+ curricula into nursing education and acknowledged the diversity and specific needs of LGBTQ+ individuals in midwifery education, such as surrogacy and same-sex couples. Some universities have appointed ‘LGBTQ+ champions’ to assist in the development of their training programmes (Brown et al. 2023). Participants proposed various strategies to enhance LGBTQ+ content in nursing curricula, including an understanding of their historical experiences (Priddle et al. 2025). To improve care, a toolkit was successfully developed to support nurses and other healthcare professionals in promoting cultural humility through self-reflection, knowledge acquisition, and practical application (Ziegler et al. 2021). A study by Koch et al. (2021) found that most students recommended extending debriefing sessions to enhance practice. Many students valued the opportunity to learn about LGBTQ+ healthcare needs through simulation, as they had previously lacked knowledge in this area. Additionally, students noted that simulations improved their communication with LGBTQ+ patients and strengthened their ability to advocate for more inclusive hospital policies. Research by Priddle et al. (2025) revealed differing opinions among participants regarding the LGBTQ+ content. While students and recent graduates viewed the content as reinforcing deficit narratives, educators noted some positive developments in curricula. Studies by Sherman et al. (2021) and Rohde and Goode (2024) found that students expressed a need for more LGBTQ+ content in the curriculum, highlighting their interest in expanding their knowledge in this field.
Discussion
In response to a call for a deeper understanding of how well-prepared nurses are to provide holistic care to individuals from SGM communities, this scoping review aimed to map the global literature on training nurses to deliver such care to people in SGM groups. Screening and reporting adhered to PRISMA flowchart guidelines, and a narrative synthesis was conducted. Population, Concept and Context framework for scoping reviews was utilised. The picture emerging from the conducted analysis explains a dire need for nurse training initiatives in healthcare needs for SGM people.
The review process involved examining 2571 publications for potential inclusion and ultimately selecting 18 articles from various databases that met the inclusion criteria. The selected studies encapsulated the essence of this scoping review by illuminating the current understanding of nurses’ training in holistic care for SGM groups. The analysis revealed three themes that elucidate the current state of knowledge in this area of research. The researcher used these themes to identify gaps and areas that warrant further investigation.
The results of this review provide evidence that training nurses can positively impact the well-being of SGM individuals. Acquiring knowledge led to a change in nurses’ perspectives regarding the lifestyles of individuals in SGM communities. Cultural competency training for SGM individuals has resulted in improved knowledge and attitudes. This aligns with the findings of Elertson and McNiel (2021:2239), where most students reported heightened awareness of health disparities affecting LGBTQ individuals, a better understanding of supportive health services, and an enhanced ability to engage with LGBTQ individuals in health promotion. The participants demonstrated increased empathy and mindfulness in language use, particularly pronoun usage, when caring for transgender individuals. Soled et al. (2022:5); Schultz et al. (2025:957) emphasised the essential role of language in delivering culturally sensitive and person-centred care. Employing a suitable and inclusive language can foster trust, enhance patient experience, and lead to improved health outcomes. Nurse educators have acknowledged the urgent need for SGM content in nursing education to enhance healthcare experience. Similarly, Carney and Baser (2026:11) argued that using immersive, competency-based simulations can successfully incorporate SGM health topics into nursing education before licensure, promoting supportive care practices and filling significant gaps in conventional curricula. In a Ugandan study, nurses demonstrated tolerance after training by committing to caring for patients despite cultural beliefs and laws opposing SGM individuals. According to Wang et al. (2025:6803), the organisational climate, especially in traditional or religious hospitals, along with a lack of training programmes, is recognised as an obstacle to delivering culturally competent care to individuals from SGM groups.
Three studies underscored the difficulties in delivering holistic care to SGM groups, primarily because of systemic and legal challenges. One significant issue is the legal restrictions in Uganda, where SGMs are not recognised and same-sex relationships are banned. A study from Nigeria by Ogunbajo et al. (2021:1696) echoes this view, revealing that SGM individuals often encounter violence and mistreatment from both public and law enforcement because of their sexual orientation. Another limitation is the lack of time to address LGBTQ+ content as nurse educators are constrained by demanding schedules. Additionally, there is resistance to incorporating LGBTQ+ topics because of entrenched heteronormative practices. The module is optional and is not deemed essential. Nye et al. (2024:205) point out that faculty perceptions of LGBTQ+ health are often influenced by a ‘deficit narrative’, which highlights health risks and adverse healthcare outcomes. These beliefs are typically assessed using normative or heteronormative tools.
Nurse educators have observed a lack of opportunity to integrate LGBTQ+ topics into nursing education. Most respondents indicated that they had not received formal training in delivering education and care to LGBTQ+ individuals. As noted by Gedzyk-Nieman and Hand (2023:410), nursing faculty often bear the responsibility of teaching students about LGBTQ+ issues despite the lack of specialised expertise in this area. Another study pointed out that nurse educators are willing to provide nursing students with LGBTQ+ curricula, recognising the unique diversity and needs of LGBTQ+ individuals in midwifery education, including topics such as surrogacy and same-sex couples. Hodges, Seibenhener and Young (2021:116) support this view, calling for a fundamental shift in nursing education by revising nursing curricula to include concepts pertinent to the LGBTQ community.
Several universities have appointed ‘LGBTQ+ champions’ to assist in developing their training programmes.
Participants proposed various methods to enhance LGBTQ+ content in nursing curricula, such as gaining insight into the community’s historical experiences. Wang et al. (2025:11) advocated implementing relevant training programmes and creating an LGBT-friendly environment by equipping nurses with the necessary insights and knowledge. To improve care, a toolkit was developed to support nurses and other health care workers in promoting cultural humility through self-examination, learning and practical implementation. Goodall and Wofford’s (2022:1) integrative review underscores the importance of strategies suitable for LGBTQ+ curricula or programmes to foster cultural humility. Most students recommended extending the debriefing sessions to enhance their practice. Stueben et al. (2024:1) advocated future implementations to include a group of trained standardised participants and to allocate sufficient time for pre-briefing, scenario facilitation and debriefing.
Many students valued the opportunity to learn about LGBTQ+ healthcare needs through simulation, as they previously lacked knowledge in this area. Additionally, students noted that simulations improved their communication with LGBTQ+ patients and strengthened their ability to advocate more inclusive hospital policies. The findings of Cortez (2022:31) indicated that students experienced an enhancement in their knowledge and confidence when it came to providing care for LGBTQ+ patients after completing the modules and simulation.
Participants held varied opinions on the LGBTQ+ content. While students and recent graduates viewed the content as perpetuating deficit narratives, educators observed positive changes in the curricula. Nwankwo and Nana (2024:303) found in their research that SGM individuals were seen as opposing both Christianity and African cultural values. Many students expressed a desire for more LGBTQ+ content in their curriculum, highlighting their interest in expanding their knowledge. Lemus Celin et al. (2025:1) phenomenological study underscored the importance of embracing the diversity of SGM individuals and introducing educational activities tailored to their healthcare needs.
Strengths of the study
This review demonstrates several strengths and weaknesses. A notable strength is the incorporation of a broad spectrum of cultural perspectives, enabled by the diverse countries and cultures represented in the research.
Furthermore, the review’s methodology is robust, characterised by clear inclusion criteria, the utilisation of four healthcare databases in the search strategy, and the involvement of two reviewers to ensure a comprehensive screening process for all eligible studies.
Limitations of the study
In accordance with standard procedures for scoping reviews, the inclusion and exclusion criteria were intentionally broad to capture a wide range of data. All decisions were reached through consensus to ensure consistent application of the criteria by reviewers. The search strategy employed specific terms to locate articles on training nurses for SGM care. However, articles discussing healthcare professional training that included nurses might have been overlooked. Additionally, articles not in English and grey literature were excluded, which could limit representation from fields where journals are not the primary scholarly medium.
Future research
Existing studies have concentrated on brief training programmes for nurses who care for SGM communities. Longitudinal research could monitor shifts in nurses’ attitudes over time. It is important for research to explore how organisations can assist nursing education in incorporating SGM curriculum as a mandatory module.
Conclusion
This scoping review examined nurse training programmes and their outcomes in global literature. Programmes designed for nurses providing holistic care to SGM individuals require enhancements in both duration and delivery methods. Nursing education leaders and administrators must sustain these initiatives and assess their effectiveness. Supporting educators with training on SGM issues will improve curriculum development. Collaboration among stakeholders in implementing these programmes can lead to better healthcare outcomes for SGM communities.
Acknowledgements
This article is based on research originally conducted as part of Sibonelo Ndlovu’s doctoral thesis titled ‘Development of the Theory for Nurses’ Induction to Holistic Care for People from sexual and gender minority groups’, submitted to the Submitted to the Department of Nursing Science at the Faculty of Health Sciences, University of Pretoria in 2026. The thesis is currently unpublished and not publicly available. The thesis was supervised by Neltjie C. van Wyk. The thesis was reworked, revised and adapted into a journal article for publication. The author confirms that the content has not been previously published or disseminated and complies with ethical standards for original publication.
The authors acknowledge the contribution of the UP Faculty of Health Science librarians.
Competing interests
The authors declare that they have no financial or personal relationships that may have inappropriately influenced them in writing this article.
CRediT authorship contribution
Sibonelo Ndlovu: Conceptualisation, Formal analysis, Methodology, Writing – original draft, Writing – review & editing. Neltjie C. van Wyk: Conceptualisation, Methodology, Writing – review & editing. All authors reviewed the article, contributed to the discussion of results, approved the final version for submission and publication, and take responsibility for the integrity of its findings.
Funding information
This research received no specific grant from any funding agency in the public, commercial or not-for-profit sectors.
Data availability
The data that support the findings of this study are not openly available and are available from the corresponding author, Sibonelo Ndlovu, upon reasonable request.
Disclaimer
The views and opinions expressed in this article are those of the authors and are the product of professional research. They do not necessarily reflect the official policy or position of any affiliated institution, funder, agency or that of the publisher. The authors are responsible for this article’s results, findings and content.
References
Alibudbud, R., 2024, ‘Enhancing nursing education to address LGBTQ+ healthcare needs: Perspectives from the Philippines’, SAGE Open Nursing 10, 23779608241251632. https://doi.org/10.1177/23779608241251632
Ambushe, S.A., Awoke, N., Demissie, B.W. & Tekalign, T., 2023, ‘Holistic nursing care practice and associated factors among nurses in public hospitals of Wolaita zone, South Ethiopia’, BMC Nursing 22, 390. https://doi.org/10.1186/s12912-023-01517-0
Ancheta, A.J., Mcdonald, C.C., Flores, D.D., Darien, K. & Dowshen, N.L., 2025, ‘Knowledge and attitudes of school nurses in caring for sexual and gender minority youth: A national survey’, Nursing Outlook 73, 102350. https://doi.org/10.1016/j.outlook.2025.102350
Andrew-Bassey, U.I., Oke, D.O., Okunlola, M.A. & Morhason-Bello, I.O., 2024, ‘Scoping review protocol on the perception and attitude of women on methods for collecting cervicovaginal samples for human papillomavirus testing in sub-Saharan Africa’, BMJ Open 14(6), e085408. https://doi.org/10.1136/bmjopen-2024-085408p
Argyriadis, A., Fradelos, E.C., Argyriadi, A., Ziegler, E. & Kaba, E., 2023, ‘Advancing access to quality LGBTQIA+ health care: Gender discrimination, socio-cultural, and mental health issues: A mixed-method study’, International Journal of Environmental Research and Public Health 20(6), 4767. https://doi.org/10.3390/ijerph20064767
Arksey, H. & O’Malley, L., 2005, ‘Scoping studies: Towards a methodological framework’, International Journal of Social Research Methodology 8, 19–32. https://doi.org/10.1080/1364557032000119616
Banda, L., Mokgatle, M.M. & Oladimeji, O., 2025, ‘Scoping review protocol of interventions for the mental health of women with and without HIV in sub-Saharan Africa’, BMJ Open 15(2), e089266. https://doi.org/10.1136/bmjopen-2024-089266
Braun, V. & Clarke, V., 2006, ‘Using thematic analysis in psychology’, Qualitative Research in Psychology 3, 77–101. https://doi.org/10.1191/1478088706qp063oa
Brown, M., Mccann, E., Mcloughlin, G., Martin, C.H. & Mccormick, F., 2023, ‘The views and experiences of midwifery academics regarding LGBTQ+ health education in pre-registration programmes in the United Kingdom and Ireland: Qualitative findings from a mixed-methods study’, Nurse Education in Practice 67, 103554. https://doi.org/10.1016/j.nepr.2023.103554
Carmichael, T.N., Copel, L.C. & Mcdermott-Levy, R., 2024, ‘Effect of an education intervention on nursing students’ knowledge of and attitudes toward caring for transgender and nonbinary people’, Nurse Educator 49, 268–273. https://doi.org/10.1097/NNE.0000000000001600
Carney, A. & Baser, L., 2026, ‘Affirming simulation in nursing education across different institutional contexts’, Journal of Nursing Education 65, e11–e14. https://doi.org/10.3928/01484834-20250623-02
Carroll, A., Stokes, D. & Darley, A., 2021, ‘Use of complexity theory in health and social care: A scoping review protocol’, BMJ Open 11(7), e047633. https://doi.org/10.1136/bmjopen-2020-047633
Carroll, R., Morgan, S.J., Ker, A., Garrett, S.M., Rose, S.B., Gardiner, T. et al., 2024, ‘“It was a very awkward consultation because I didn’t know” – General practice staff experiences and challenges in providing healthcare to gender and sexual minority youth in Aotearoa New Zealand’, Family Practice 41(4), 579–586. https://doi.org/10.1093/fampra/cmad024
Casanova-Perez, R., Apodaca, C., Bascom, E., Mohanraj, D., Lane, C., Vidyarthi, D. et al., 2022, ‘Broken down by bias: Healthcare biases experienced by BIPOC and LGBTQ+ patients’, AMIA Annual Symposium Proceedings 2022, 275.
Cicero, E.C., Bosse, J.D., Ducar, D., Rodriguez, C. & Dillard-Wright, J., 2024, ‘Facilitating gender-affirming nursing encounters’, Nursing Clinics 59(1), 75–96. https://doi.org/10.1016/j.cnur.2023.11.007
Cole, H.S., Barrow, M.G., Strickland, H. & Robinson, S., 2024, ‘Empowering nursing students through inclusivity training for LGBTQIA+ patients: A quasi-experimental study’, Nurse Education Today 142, 106345. https://doi.org/10.1016/j.nedt.2024.106345
Corrigan, S., Mccarron, M., Mccallion, P. & Burke, É., 2025, ‘The impact of menopause on the mental health of women with an intellectual disability: A scoping review’, Journal of Applied Research in Intellectual Disabilities 38(1), e70017. https://doi.org/10.1111/jar.70017
Cortez, R., 2022, Development and implementation of a diversity, equity, and inclusion simulation scenario into graduate nursing curriculum, University of Hawai’i Mānoa.
Davies, H., Watkins, P.M., Freeman-Sanderson, A., Nickels, M.R., Ankravs, M., Ridley, E.J. et al., 2024, ‘Scoping review of review methodologies used for guiding evidence-based practice in critical care: A protocol’, BMJ Open 14(11), e082661. https://doi.org/10.1136/bmjopen-2023-082661
De Souza Maria De Aragão, N., Tavares De Melo, T., Souza, A.L., De Sousa Gonçalves, I., De Araújo Patrício, A.C.F. & Pereira Leite, M.A., 2022, ‘Aspects of nursing care in front of sexual and gender minorities: Literature review’, Revista de Pesquisa: Cuidado é Fundamental 14, 1–9.
Elertson, K. & Mcniel, P.L., 2021, ‘Answering the call: Educating future nurses on LGBTQ healthcare’, Journal of Homosexuality 68(13), 2234–2245. https://doi.org/10.1080/00918369.2020.1734376
Eliason, M.J. & Chinn, P.L., 2017, LGBTQ cultures: What health care professionals need to know about sexual and gender diversity, Lippincott Williams & Wilkins, Wolters Kluwer/MR Books - in California.
Fasullo, K., Mcintosh, E., Buchholz, S.W., Ruppar, T. & Ailey, S., 2022, ‘LGBTQ older adults in long-term care settings: An integrative review to inform best practices’, Clinical Gerontologist 45, 1087–1102. https://doi.org/10.1080/07317115.2021.1947428
Fitze, A.K. & Goodroad, B.K., 2022, ‘Implementation of low-fidelity simulation education to improve knowledge and self-efficacy for nurses caring for Post-genital affirming surgical patients’, Clinical Simulation in Nursing 71, 97–104. https://doi.org/10.1016/j.ecns.2022.04.005
Gedzyk-Nieman, S.A. & Hand, M.C., 2023, ‘Improving LGBTQ+ health equity via nursing education’, Teaching & Learning in Nursing 18(3), 410–414. https://doi.org/10.1016/j.teln.2023.01.006
Godhwani, K., Saka, A.K., Ramasamy, V., Soh, B.-L., Lingam, M., Lofters, A. et al., 2025, ‘Deliberative dialogue for co-design, co-implementation and co-evaluation of health-promoting interventions: A scoping review protocol’, Research Involvement and Engagement 11, 16. https://doi.org/10.1186/s40900-025-00680-9
Goodall, K.R. & Wofford, L.G., 2022, ‘Pedagogical strategies of LGBTQIA+ education in pre-licensure nursing: An integrative review’, Nurse Education Today 119, 105547. https://doi.org/10.1016/j.nedt.2022.105547
Gottlieb, M., Haas, M.R.C., Daniel, M. & Chan, T.M., 2021, ‘The scoping review: A flexible, inclusive, and iterative approach to knowledge synthesis’, AEM Education and Training 5(3), e10609. https://doi.org/10.1002/aet2.10609
Guzman Herrera, M.M., Azhar, S.V. & Fisher, C.B., 2024, ‘“I am denied comfort and safety”: Barriers to participation in HIV prevention research and services among sexual and gender minorites of colour’, Psychology & Sexuality 15, 557–571. https://doi.org/10.1080/19419899.2024.2312850
Hodges, T., Seibenhener, S. & Young, D., 2021, ‘Incorporating health care concepts addressing the needs of the lesbian, gay, bisexual, and transgender population in an associate of science in nursing curriculum: Are faculty prepared?’, Teaching and Learning in Nursing 16, 116–120. https://doi.org/10.1016/j.teln.2020.11.005
Javier, N.M., 2021, ‘Palliative care needs, concerns, and affirmative strategies for the LGBTQ population’, Palliative Care and Social Practice 15, 26323524211039234. https://doi.org/10.1177/26323524211039234
Jenkins, W.D., Walters, S., Phillips, G., Green, K., Fenner, E., Bolinski, R. et al., 2024, ‘Stigma, mental health, and health care use among rural sexual and gender minority individuals’, Health Education & Behavior 51(3), 477–489. https://doi.org/10.1177/10901981221120393
Jordan, C., 2023, ‘Using a flipped classroom and role-play to introduce nursing students to LGBTQIA+ patient care’, Nursing Education Perspectives 44, 323–325. https://doi.org/10.1097/01.NEP.0000000000001183
Kaiafas, K.N. & Kennedy, T., 2021, ‘Lesbian, gay, bisexual, transgender, queer cultural competency training to improve the quality of care: An evidence-based practice project’, Journal of Emergency Nursing 47, 654–660. https://doi.org/10.1016/j.jen.2020.12.007
Koch, A., Ritz, M., Morrow, A., Grier, K. & Mcmillian-Bohler, J.M., 2021, ‘Role-play simulation to teach nursing students how to provide culturally sensitive care to transgender patients’, Nurse Education in Practice 54, 103123. https://doi.org/10.1016/j.nepr.2021.103123
Law, L., 2024, ‘Application of generative artificial intelligence (GenAI) in language teaching and learning: A scoping literature review’, Computers and Education Open 6, 100174. https://doi.org/10.1016/j.caeo.2024.100174
Lee, C.-Y., Lai, H.-Y., Chen, M.-M. & Lee, C.-H., 2024, ‘Mapping scoping reviews in neurosurgery: A scoping review protocol’, BMJ Open 14(5), e080878. https://doi.org/10.1136/bmjopen-2023-080878
Lemus Celin, C.D., Suarez-Albor, C.L., Curcio, F., Ivziku, D., Hernandez Almanza, O.E., Carta, M.G. et al., 2025, ‘How do nursing students perceive care towards the LGBTIQ+ community? A phenomenological study on sexual and gender diversity’, Nursing Reports 15, 155. https://doi.org/10.3390/nursrep15050155
Lippe, M.P., Eyer, J.C., Roberts, K.E., Ritter, E.R., Dimauro, P.K., Mckinney Jr, R.E. et al., 2023, ‘Affirmative palliative care for transgender and gender nonconforming individuals’, AJN the American Journal of Nursing 123(4), 48–53. https://doi.org/10.1097/01.NAJ.0000925508.62666.99
Maihle, C., Anderson, A.M. & Von Sadovszky, V., 2024, ‘Evidence-based education on care of LGBTQ patients: Improving knowledge and attitudes among pediatric nurses’, The Journal of Continuing Education in Nursing 55, 181–186. https://doi.org/10.3928/00220124-20231211-08
Maluleke, W., 2024, ‘The curriculum framework for institutional internalisation of criminology and forensics studies at University of Limpopo, South Africa: A scoping review’, South African Journal of Higher Education 38(5), 63–86. https://doi.org/10.20853/38-5-6408
Mapulanga, M. & Dlungwane, T., 2022, ‘Mapping evidence of community health workers delivering physical rehabilitation services in sub-Saharan Africa: A scoping review protocol’, BMJ Open 12(3), e053736. https://doi.org/10.1136/bmjopen-2021-053736
Medina-Martínez, J., Saus-Ortega, C., Sánchez-Lorente, M.M., Sosa-Palanca, E.M., García-Martínez, P. & Mármol-López, M.I., 2021, ‘Health inequities in LGBT people and nursing interventions to reduce them: A systematic review’, International Journal of Environmental Research and Public Health 18(22), 11801. https://doi.org/10.3390/ijerph182211801
Menzer, H., 2026, ‘Dying in a homophobic nation: Addressing healthcare disparities, advance care planning and surrogate decision-making challenges for sexual and gender minority older adults at end-of-life’, American Journal of Hospice and Palliative Medicine 43(1), 51–59. https://doi.org/10.1177/10499091251317724
Mitchell, L.A., Jacobs, C. & Mcewen, A., 2023, ‘(In) visibility of LGBTQIA+ people and relationships in healthcare: A scoping review’, Patient Education and Counseling 107828. https://doi.org/10.1016/j.pec.2023.107828
Mulavu, M., Anitha Menon, J., Mulubwa, C., Matenga, T.F.L., Nguyen, H., Macdonell, K. et al., 2023, ‘Psychosocial challenges and coping strategies among people with minority gender and sexual identities in Zambia: Health promotion and human rights implications’, Health Psychology and Behavioral Medicine 11(1), 1–19. https://doi.org/10.1080/21642850.2023.2173201
Muwanguzi, P.A., Nabunya, R., Karis, V.M., Nabisere, A., Nangendo, J. & Mujugira, A., 2023, ‘Nurses’ reflections on caring for sexual and gender minorities pre-post stigma reduction training in Uganda’, BMC Nursing 22, 50. https://doi.org/10.1186/s12912-023-01208-w
Nikitara, M., Kenteli, M., Latzourakis, E. & Constantinou, C.S., 2024, ‘Exploring how educational preparedness affects the attitudes of nurses regarding sexual and gender minorities: A systematic review’, Societies 14, 273. https://doi.org/10.3390/soc14120273
Nwankwo, S.C. & Nana, A.E., 2024, ‘Homosexuality: Reassessing the African-Christian Stand: Africa Journal of Biblical Research, Volume 5’, Afrischolar Discovery Repository (Annex), 5, 303–328.
Nye, C.M., Livingston, J.A., Foltz-Ramos, K. & Hequembourg, A., 2024, ‘Undergraduate nursing faculty knowledge, beliefs, and experiences with teaching LGBTQ+ content: A scoping review’, Journal of Professional Nursing 54, 205–215. https://doi.org/10.1016/j.profnurs.2024.07.010
Ogunbajo, A., Iwuagwu, S., Williams, R., Biello, K.B., Kahler, C.W., Sandfort, T.G. et al., 2021, ‘Experiences of minority stress among gay, bisexual, and other men who have sex with men (GBMSM) in Nigeria, Africa: The intersection of mental health, substance use, and HIV sexual risk behavior’, Global Public Health 16(11), 1696–1710. https://doi.org/10.1080/17441692.2020.1834598
Oke, G.I. & Sibomana, O., 2025, ‘Adoption of digital health technology in Nigeria: A scoping review of current trends and future directions’, Advances in Public Health 2025, 4246285. https://doi.org/10.1155/adph/4246285
Peters, M.D.J., Marnie, C., Colquhoun, H., Garritty, C.M., Hempel, S., Horsley, T. et al., 2021, ‘Scoping reviews: Reinforcing and advancing the methodology and application’, Systematic Reviews 10, 1–6. https://doi.org/10.1186/s13643-021-01821-3
Priddle, T., Crawford, T., Wong, H. & Power, T., 2025, ‘The visibility of Lgbtiq+ content in undergraduate nursing curricula: A qualitative analysis of student, early career nurse and educator perspectives’, Nurse Education Today 152, 106605. https://doi.org/10.1016/j.nedt.2025.106605
Priddle, T., Crawford, T., Wong, H. & Power, T., 2025, ‘The visibility of Lgbtiq+ content in undergraduate nursing curricula: A qualitative analysis of student, early career nurse and educator perspectives’, Nurse Education Today 152, 106605. https://doi.org/10.1016/j.nedt.2025.106605
Reeves, K., Job, S., Blackwell, C., Sanchez, K., Carter, S. & Taliaferro, L., 2024, ‘Provider cultural competence and humility in healthcare interactions with transgender and nonbinary young adults’, Journal of Nursing Scholarship 56, 18–30. https://doi.org/10.1111/jnu.12903
Roach, A.P., 2024, ‘Exploring the transgender individual’s experience with healthcare interactions: A phenomenological study’, Journal of Nursing Scholarship 56(1), 31–41. https://doi.org/10.1111/jnu.12905
Rohde, A. & Goode, C.K., 2024, ‘Using simulation to teach gender-affirming care concepts in nursing education’, Journal of Nursing Education 63(4), 241–246. https://doi.org/10.3928/01484834-20240207-07
Schultz, T.R., Edemba, D., Lecuyer, M.E., Garzone, A., Henise, S., Liljestrand, A. et al., 2025, ‘LGBTQ+ population well-being: Health equity implementation science in action’, Public Health Nursing 42(2), 957–965. https://doi.org/10.1111/phn.13480
Seretlo, R., Smuts, H. & Mokgatle, M., 2024, ‘Holistic sexual-reproductive healthcare services and needs for queer individuals: Healthcare providers’ perspectives’, Healthcare 12(10), Article 1026. https://doi.org/10.3390/healthcare12101026
Seretlo, R.J. & Mokgatle, M.M., 2023, ‘Practice, attitudes and views of right to access of sexual and reproductive health services by LGBTQI among primary health care nurses in Tshwane’, African Journal of Primary Health Care & Family Medicine 15(1), e1–e9. https://doi.org/10.4102/phcfm.v15i1.3790
Sharma, P. & Goyal, N., 2023, ‘How to write a scoping review?’, International Journal of Advanced Medical and Health Research 10, 53–56. https://doi.org/10.4103/ijamr.ijamr_91_23
Sherman, A.D.F., Mcdowell, A., Clark, K.D., Balthazar, M., Klepper, M. & Bower, K., 2021, ‘Transgender and gender diverse health education for future nurses: Students’ knowledge and attitudes’, Nurse Education Today 97, 104690. https://doi.org/10.1016/j.nedt.2020.104690
Sileo, K.M., Baldwin, A., Huynh, T.A., Olfers, A., Woo, J., Greene, S.L. et al., 2022, ‘Assessing LGBTQ+ stigma among healthcare professionals: An application of the health stigma and discrimination framework in a qualitative, community-based participatory research study’, Journal of Health Psychology 27(9), 2181–2196. https://doi.org/10.1177/13591053211027652
Soled, K.R., Clark, K.D., Altman, M.R., Bosse, J.D., Thompson, R.A., Squires, A. et al., 2022, ‘Changing language, changes lives: Learning the lexicon of LGBTQ+ health equity’, Research in Nursing & Health 45(6), 621. https://doi.org/10.1002/nur.22274
Sonneville, S.A., 2023, ‘Spiritual support of transgender individuals: A literature review’, Journal of Health Care Chaplaincy 29(2), 196–210. https://doi.org/10.1080/08854726.2022.2080965
Stueben, F., Beacom, R., Larson, A. & Simon, P., 2024, ‘Implementing an LGBTQ+ interprofessional simulation with undergraduate nursing students’, International Journal of Nursing Education Scholarship 20(1), 20240057. https://doi.org/10.1515/ijnes-2024-0057
Tartavoulle, T. & Landry, J., 2021, ‘Educating nursing students about delivering culturally sensitive care to lesbian, gay, bisexual, transgender, questioning/queer, intersex, plus patients: The impact of an advocacy program on knowledge and attitudes’, Nursing Education Perspectives 42, E15–E19. https://doi.org/10.1097/01.NEP.0000000000000819
Tsusaki, R., Mullassery, D. & Ramaswamy, P., 2024, ‘Development and implementation of sexual and gender minority curriculum for advanced practice nursing: A feasibility study’, Journal of Advanced Nursing 80, 4412–4421. https://doi.org/10.1111/jan.16051
Wang, Y.-C., Miao, N.-F., You, M.-H., Wang, F.T.Y. & Hsu, C.-Y., 2025, ‘Factors influencing nurses’ culturally competent cancer care for LGBT individuals in Taiwan: A qualitative study applying the socio-ecological model’, Journal of Advanced Nursing 81, 6803–6814. https://doi.org/10.1111/jan.16831
Wang, Y.-C., Miao, N.-F., You, M.-H., Wang, F.T.Y., Hsu, C.-Y., Lee, P.-H. et al, 2023, ‘Enhancing cultural competence in caring for lesbian, gay, bisexual, and transgender patients: An online training program for Taiwanese student nurses and nurses’, Nurse Education Today 129, 105914. https://doi.org/10.1016/j.nedt.2023.105914
Wanko Keutchafo, E.L., Kerr, J., Jarvis, M.A. & Kuupiel, D., 2021, ‘Mapping evidence of nurses’ attitudes toward older adults in Africa: A scoping review protocol’, Systematic Reviews 10, 1–6. https://doi.org/10.1186/s13643-021-01575-y
Webb, C.C. & Zablocki, G.M., 2023, ‘Nurse educators’ perceptions of teaching patient-centered LGBTQ+ gender-affirming care to undergraduate students’, Nursing Education Perspectives 44, 175–177. https://doi.org/10.1097/01.NEP.0000000000000967
Westwood, S., James, J. & Hafford-Letchfield, T., 2023, ‘“He’sa gay, he’s going to go to hell.”: Negative nurse attitudes towards LGBTQ people on a UK hospital ward: a single case study analysed in regulatory contexts’, Ethics and Social Welfare 17, 387–402. https://doi.org/10.1080/17496535.2023.2223786
Ziegler, E., Luctkar-Flude, M., Carroll, B., Tyerman, J., Chumbley, L. & Shortall, C., 2021, ‘Development of an online educational toolkit for sexual orientation and gender identity minority nursing care’, Revista Latino-Americana de Enfermagem 29, e3470. https://doi.org/10.1590/1518-8345.4712.3470
|
Hide
Show all
Email this article (Login required)
