Development and Pilot Testing of the Readiness to Teach LGBTQ+ Health-Related Care Tool

AIM: This study aimed to share the results of developing and pilot testing a tool designed to measure nurse faculty's readiness to teach lesbian, gay, bisexual, transgender, queer, or another sexual or gender minority (LGBTQ+) health-related care. BACKGROUND: Growing LGBTQ+ populations increase the demand for culturally competent nursing education, yet no validated tool exists to assess faculty readiness. METHOD: A 41-item self-report instrument was created based on existing models and concept analysis. Content validity was established, and a test-retest design was used with 25 faculty participants over a 10- to 14-day interval. RESULTS: Mean scores were stable across time points, with no significant differences. Cronbach's alpha values ranged from .68 to .94, indicating good to excellent internal consistency. One item consistently scored below acceptable thresholds at all four data points. CONCLUSION: The tool demonstrates strong reliability and stability for assessing readiness to teach LGBTQ+ health-related care. Further testing with larger, more diverse samples is needed to refine problematic items and strengthen validation.