Sherman, Athena D. F.Smith, Sheila K.Moore, Scott EmoryColeman, Christopher LanceHughes, Tonda L.Dorsen, CarolineBalthazar, Monique S.Klepper, MeredithMukerjee, RonicaBower, Kelly M.2025-04-092025-04-092022Sherman, Athena D. F. and Smith, Sheila K. and Moore, Scott Emory and Coleman, Christopher Lance and Hughes, Tonda L. and Dorsen, Caroline and Balthazar, Monique S. and Klepper, Meredith and Mukerjee, Ronica and Bower, Kelly M., Nursing Pre-Licensure and Graduate Education for LGBTQ Health: A Systematic Review. Available at SSRN: https://ssrn.com/abstract=4213514 or http://dx.doi.org/10.2139/ssrn.4213514https://hdl.handle.net/1805/46911Background: LGBTQ+ people experience persistent discrimination and health disparities compared to heterosexual cisgender people. Clinicians report discomfort and insufficient preparation for providing care to LGBTQ+ people and nursing has been slow to integrate LGBTQ+ health into curricula. Purpose: Conduct a systematic review to examine/critically appraise peer-reviewed literature on nursing student knowledge, skills, and attitudes (KSAs) regarding LGBTQ+ health and the development/evaluation of LGBTQ+ health content in nursing curricula. Method: A systematic review was conducted (N=1275 articles from PubMed, LGBT Health, CINAHL, ERIC, and Health Source-Nursing/Academic Edition). Findings: Twenty articles met inclusion/exclusion criteria. Twelve studies described curricular interventions; however, there were few validated tools to evaluate content coverage or KSAs. Four themes emerged specific to LGBTQ+ health content inclusion. Discussion: While a beginning science of LGBTQ+ nursing education has been identified, more work is needed to build and evaluate a comprehensive curricular approach for full programmatic integration of LGBTQ+ health topics.en-USIU Indianapolis Open Access PolicyEducationNursingLGBTQNursing curriculumNursing studentsSexual and gender minoritiesLGBTArticle