Moore, Scott EmoryColeman, Christopher LanceHughes, Tonda L.Dorsen, CarolineSmith, Sheila K.Bower, Kelly M.Clochesy, JohnClark, KristenSherman, Athena D. F.2025-04-092025-04-092022-10-18Moore, Scott Emory and Coleman, Christopher Lance and Hughes, Tonda L. and Dorsen, Caroline and Smith, Sheila K. and Bower, Kelly M. and Clochesy, John and Clark, Kristen and Sherman, Athena D. F., A Systematic Review of Us Nursing Faculty's Knowledge, Awareness, Inclusion, and Perceived Importance of Sexual and Gender Minority-Related Content in Nursing Curricula (October 18, 2022). Available at SSRN: https://ssrn.com/abstract=4251204 or http://dx.doi.org/10.2139/ssrn.4251204https://hdl.handle.net/1805/46927Background: Health inequities among sexual and gender minority (SGM) individuals have been increasingly described, yet SGM-related content in nursing curricula and the number of nursing faculty with sufficient knowledge of SGM health are limited. Purpose: To describe, appraise, and synthesize research from 2000-2020 regarding the knowledge, awareness, inclusion, and perceived importance of SGM health content among US nursing faculty. Method: Adhering to PRISMA 2020 guidelines, we performed a systematic review, appraisal, and synthesis of the extant literature. Findings: Four descriptive articles fit inclusion criteria. Studies examined characteristics of nursing faculty and curricular inclusion of SGM content. Discussion: The evidence bases related to nursing faculty’s perceptions of SGM contents’ importance and inclusion of related SGM health content are very limited. Since 2020 there have been limited new publications, with most recent articles being commentaries. The time for commentary has passed, nursing researchers must employ rigorous methods to advance this important area.en-USIU Indianapolis Open Access PolicySexual and gender minoritiesNursing educationNursing facultyArticle