Interventions used to teach sexual and gender diversity to undergraduate nursing students: A Scoping Review Protocol

Objective: To map the interventions used with undergraduate nursing students for teaching sexual and gender diversity. Introduction: Sexual and gender diversity is an essential aspect of health equity, especially for LGBTQIAPN+ people who face significant inequities in health services. Scientific evidence highlights that nursing education on sexual and gender diversity reduces prejudice and inequalities in access to health care. At the same time, the lack or insufficient approach to the topic of sexual and gender diversity in nursing curricula compromises the quality of care provided and perpetuates inequalities, prejudices, discrimination, and negligence. Inclusion criteria: Documents that discuss interventions used with undergraduate nursing students to teach sexual and gender diversity without a temporal or idiomatic focus will be included. Methods: Scoping review using the method recommended by the JBI. The search will include the following databases: CINAHL (EBSCOhost), MEDLINE (Ovid), ERIC, Scopus (Elsevier), Latin American and Caribbean Health Sciences (LILACS) e Web of Science Core Collection. Gray literature will be searched for via Google Scholar (first 100 results), ProQuest Dissertations and Theses (ProQuest), Catalog of Theses and Dissertations of the Coordination of Higher Level Staff Improvement (CAPES, Brazil), LILACS thesis and dissertations, and government reports or civil society or international health organization documents. Data extraction will be performed in pairs with consensus rounds. Documents published in any language and year will be included. A descriptive analysis will be conducted to present the findings.