The Integration of Gender and Sexuality Content Within Pre‐Registration Mental Health Nursing Curriculum: An Integrative Literature Review

This review explored the evidence regarding the integration of gender and sexuality content in preregistration Mental Health Nursing (MHN) curriculum, and any factors influencing content inclusion or exclusion. A literature search between 2012 and 2025 was conducted across six databases including CINHAL Complete, COCHRANE, Google Scholar, LGBTQI+ Source, OVID and SCOPUS. Following PRISMA protocols, four relevant papers were identified from a total of 2240 initially retrieved. Gildberg and Wilson's (2023) Empirical Testing Thematic Analysis (ETTA) and Stronger Problem-Solving Knowledge (SPSK) method identified four themes. Theme one identified factors negatively impacting the health and wellbeing of LGBTQIA+ individuals. Theme two identified factors that inhibited curricular content despite institutions, academics and faculty generally having positive attitudes toward content integration. Theme three identified legislative, policy and sociocultural factors. Theme four identified theories and tools for curriculum development, academic and student learning assessment tools and theories that could support future research. The findings demonstrate a lack of pre-registration Mental Health Nursing (MHN) curricular content nationally or internationally despite universal agreement regarding the mental health burden on Sex and Gender Minorities (SGM): otherwise referred to as Lesbian, Gay, Bisexual, Transgender, Queer or Questioning, Intersex, Asexual (or Agender/Allies) and others beyond the named terms (+) (LGBTQIA+) that is significant. Research in the US and UK has evidenced attempts to propose curricular content, engage with academics, students, graduate registered nurses and consumers; however, these were not pursued long term. Attempts to involve MHN experts in directing MH content occurred in a minority of the eligible research.