Nurse Educators’ Perspectives on LGBTI Nursing Students in a Nursing Education Institution in Gauteng, South Africa

Abstract

Aim: The study explored nurse educators’ perceptions of lesbian, gay, bisexual, transgender, and intersex (LGBTI) nursing students in a nursing education institution in Gauteng, South Africa.

Background: More young students with “fluid” views on sexuality and gender are joining nursing colleges, largely influenced by digital communication. This has made LGBTI students more visible, and nurse educators need to understand their views.

Methods: An interpretive phenomenological inquiry employing focus group interviews (FGI) with eight nurse educators and three student counsellors who were purposively selected was conducted between February and August 2021. A Heideggerian hermeneutic approach formed the basis for data analysis.

Findings: Five themes emerged about LGBTI-oriented nursing students: (1) being in strained relationships; (2) nurse educators are not involved in students’ sexual orientation; (3) religious and cultural views about LGBTI orientation; (4) a process of discovering identity—identity crisis; (5) inheritance, family background, and relationships with family and community.

Conclusion: The findings suggest that acceptance of an LGBTI identity is still a challenge to nurse educators, particularly those with strong religious and cultural beliefs and convictions; however, they were aware of professional standards, human rights, and their support role towards the students. In general, the findings indicate a need for increasing awareness of the LGBTI community and consideration of policies that promote social inclusion and respect for human rights, dignity, and difference.