Journal of Japanese Society for International Nursing Vol.6 No.1 2022

Factors of nursing students
related to the baseline knowledge and attitude toward LGBTQ+ people〇Hiroki Hirai1, Akiko Kondo1, Janelle Moross1, Piao Meihui1
1. Tokyo Medical and Dental University【Introduction】

Kruskal-Wallis test and Dunn test-Bonferroni was conducted forNurses have a responsibility to have up-to-date frontline

3 or more independent nominal variables (grade, gender identity

knowledge of and provide care for LGBTQ+ people. Generally,and sexual orientation) and each baseline scores. Cronbach’s

it is difficult to alter prejudices once they are established.

alpha was used to evaluate the reliability of Attitude scale. This

Therefore, intervention at a younger age may be a more effective

study was approved by the ethics committee of the Tokyo

approach. Intervention studies and studies exploring nursing

Medical and Dental University. (Approval No.C2021-015)

students’ baseline knowledge and attitude for the LGBTQ+【Results】

community have been conducted in the U.S. However, in Japan

A total of 163 students responded to the questionnaire withvery few intervention studies and no studies to explore theresponse rate of 95% (years 2nd = 51, 3rd = 58, 4th = 54). The

factors related to nursing student’s knowledge and attitude

Cronbach’s α of Attitude scale was 0.705. The mean score fortoward LGBTQ+, have been conducted. This study aimed toknowledge was 11.0 ± 1.6 (median: 11.0) and the mean score forelucidate Japanese nursing students’ knowledge, attitude andattitude was 52.7 ± 4.8 (median: 53.0). Students who had a closer

factors relating to these.

involvement with the LGBTQ+ community had higher【Method】

knowledge scores (ρ=0.187, p=0.017), but there was noAn online survey was conducted at a medical university inassociation with attitude score.

Japan in April 2022. Participants were 2nd, 3rd, and 4th year

【Discussion】

nursing students (N = 171). Demographic data included age,This study indicated that students who are close to or have beennationality, sex at birth, sexual orientation, gender identity, andinvolved with the LGBTQ+ community have higher knowledge

experience with the LGBTQ+ community. Knowledge wasregarding LGBTQ+. Thus, lessons that include interacting withmeasured by a 16-item two-choice scale based on a previous

LGBTQ+ people can be effective for appropriate knowledge andstudy (Hayakawa & Asazawa, 2019), adding two items. Correctinteraction. Further research needs to be conducted for Japanese

answers were counted, which ranged 0-16. Attitude wasnursing g student knowledge and attitudes toward LGBTQ+

measured by a 12-item 5-point Likert scale based on a previous

community at several university.

study for medical students in English (Wahlen et al., 2020). The【Conflict of interest】

first and second authors translated it into Japanese, modifying it

The authors have no conflict of interest to declare.

to be more appropriate for nursing students (range: 0-60 points).

【Reference】

Higher scores on both questionnaires indicated higher

Wahlen, R., Bize, R., Wang, J., Merglen, A., & Ambresin, A.
(2020). Medical students’ knowledge of and attitudes
towards LGBT people and their health care needs: Impact ofa lecture on LGBT health. PloS One, 15 (7)Hayakawa, I., & Asazawa, K. (2019) Development and processevaluation of sexual and gender minorities educational
program for nursing undergraduate students. Bulletin ofTokyo Healthcare University,14 (1),133-140.

knowledge and positive attitudes toward the LGBTQ+community. Shapiro-wilk test indicated neither of the baseline
scores were normally distributed. Spearman’s collation test wasconducted for the association between ratio/ordinal variables(age and relationship with LGBTQ+ community) and eachbaseline score. Mann-Whitney U test was conducted for theassociation between 2 group independent nominal variables(nationality and sex at the birth) and each baseline score.

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