Medical faculty's perception of students' mental health: a qualitative survey study / Percepción de los profesores de medicina sobre la salud mental de los estudiantes: un estudio cualitativo / Percepção dos docentes de medicina sobre a saúde mental dos estudantes: um estudo qualitativo

This study sought to explore the perspective of medical faculty on the mental health of their students. This qualitative study based on a focus group is part of a longitudinal research that studied the mental health of Brazilian students. One group was conducted with faculty employed at a medical school. Topics discussed covered the concept of mental health and medical education. Six professors participated in one group. The mental health of medical students is a construct that encompasses emotional aspects, ability to solve problems and multiple facets of a human being, according to the participants. Artistic practices, moments of socialization and leisure were perceived as stimulating students' good mental health. Excessive demands generate competitiveness and the teacher's expectation of the student's good performance based on their own experience can harm the student's mental health. Participants also highlighted that a pedagogical reformulation that makes sense for the student's learning process is necessary to update traditional curricula. Medical students' mental health is influenced by experiences and exchanges during the medical school, mainly between professor and student, understood as necessary and inherent to the process of becoming physician. The findings of this study show the need for curriculum changes in the medical education process and updating teacher training for good practices that reinforce good mental health.

Este estudio buscó explorar la perspectiva de los profesores de medicina sobre la salud mental de sus estudiantes. Este estudio cualitativo basado en un grupo focal es parte de una investigación longitudinal que estudió la salud mental de estudiantes brasileños. Un grupo se llevó a cabo con profesores empleados en una escuela de medicina. Los temas tratados abarcaron el concepto de salud mental y educación médica. Seis docentes participaron en un grupo. La salud mental de los estudiantes de medicina es un constructo que abarca aspectos emocionales, capacidad de resolución de problemas y múltiples facetas del ser humano, según los participantes. Las prácticas artísticas, los momentos de socialización y el ocio fueron percibidos como estimulantes de la buena salud mental de los estudiantes. Las exigencias excesivas generan competitividad y la expectativa del docente sobre el buen desempeño del estudiante basándose en su propia experiencia puede perjudicar la salud mental del estudiante. Los participantes también resaltaron que es necesaria una reformulación pedagógica que tenga sentido para el proceso de aprendizaje del estudiante para actualizar los currículos tradicionales. La salud mental de los estudiantes de medicina está influenciada por las experiencias y los intercambios durante la carrera de medicina, principalmente entre profesor y estudiante, entendidos como necesarios e inherentes al proceso de convertirse en médico. Los hallazgos de este estudio muestran la necesidad de cambios curriculares en el proceso de formación médica y de actualización de la formación docente hacia buenas prácticas que refuercen la buena salud mental.

Este estudo buscou explorar a perspectiva dos docentes de medicina sobre a saúde mental de seus alunos. Este estudo qualitativo baseado em grupo focal faz parte de uma pesquisa longitudinal que estudou a saúde mental de estudantes brasileiros. Um grupo foi conduzido com professores empregados em uma faculdade de medicina. Os temas discutidos abrangeram o conceito de saúde mental e educação médica. Seis professores participaram de um grupo. A saúde mental dos estudantes de medicina é um construto que engloba aspectos emocionais, capacidade de resolução de problemas e múltiplas facetas do ser humano, segundo os participantes. As práticas artísticas, os momentos de socialização e de lazer foram percebidos como estimuladores da boa saúde mental dos estudantes. Exigências excessivas geram competitividade e a expectativa do professor pelo bom desempenho do aluno com base na própria experiência pode prejudicar a saúde mental do aluno. Os participantes destacaram também que é necessária uma reformulação pedagógica que faça sentido para o processo de aprendizagem do aluno para atualizar os currículos tradicionais. A saúde mental dos estudantes de medicina é influenciada pelas experiências e trocas durante o curso de medicina, principalmente entre professor e aluno, entendidas como necessárias e inerentes ao processo de tornar-se médico. Os achados deste estudo mostram a necessidade de mudanças curriculares no processo de formação médica e de atualização da formação docente para boas práticas que reforcem a boa saúde mental.

Increasing Faculty Self-Efficacy in Mentoring through Training in Inclusive Mentoring and Course-based Undergraduate Research.

Encouraging diversity in biomedical fields is especially important and begins at the undergraduate level. Culturally competent mentorship and high impact practices, like involvement in research, play important roles in fostering success among undergraduates from historically underrepresented groups. The current study followed 20 biomedical faculty as they completed two semester-long trainings, one in mentoring and one in course based undergraduate research (CUREs) as part of the NIH Diversity Program Consortium Dissemination and Translation Awards initiative. Comparisons of pre- and post-training survey data showed increased self-efficacy for mentoring biomedical research trainees and for mentoring diverse groups of biomedical trainees. These results suggest that focused, formal faculty training can be effective for improving mentoring, and consequently success of biomedical students.

Perceptions in Mentorship: The Mentor-Mentee Competency Discrepancy.

This study evaluated faculty mentoring competencies of 94 mentor-mentee pairs across institutions using the Mentoring Competency Assessment (MCA-21). Results indicated consistent mentor self-assessments and mentee evaluations of mentors across sites, with no significant association of gender or race/ethnicity on competency scoring. Mentees rated mentors higher than mentor's self-assessments. The greatest self-assessment disparities were within the female clinical educator and female assistant professor mentor groups - they rated their competency lower than the male tenure track and male professor groups, identifying the influence of mentors' gender, rank, and track on self-assessment of their mentoring competency. Results highlight the subjective elements inherent in mentor competency evaluations. Additional multi-site, longitudinal studies of the mentor-mentee dyad could identify precise training needs to enhance mentoring.

From constructive to critical and everywhere in between: education leaders' decision-making related to harsh feedback from learners about their teachers.

Feedback from learners is important to support faculty development, but negative feedback can harm teachers' motivation, engagement, and retention. Leaders of educational programs, therefore, need to balance enabling students' voices to be heard with maintaining teachers' enthusiasm and commitment to teaching. Given the paucity of research to explain or guide this struggle, we explored why and how education leaders grapple with negative learner feedback received about their teachers. Using an Interpretive Description methodology, 11 education leaders participated in semi-structured interviews. Discussion was stimulated by showing participants learner narratives they had previously asked to be deleted because they perceived the narrative to be overly critical. Transcripts were iteratively analyzed as codes were developed, refined, and combined into themes. Education leaders interpreted the scope, framing, and focus of the feedback to decide whether it was overly critical. Such determinations were combined with contextual considerations such as the teacher's personal circumstances, the learning environment and how the teacher might react to think through what potential damage the feedback might do to the teacher. Throughout the process, leaders struggled with whether protecting teachers risked not protecting learners and remained unsure about the ethics of censoring student voices. Our study offers direction regarding how to optimize feedback to teachers while minimizing risks inherent in sharing negative feedback with them. Implications include that there is value in: (1) extending feedback interpretation support to teachers, education leaders and learners; (2) situating upward feedback in a coaching dialogue; and, (3) applying the same principles recommended for the provision of feedback to learners, to teachers.

Facilitators of and Barriers to Effective Preceptorships for Pre-licensure Nursing Students: What Nursing Faculty Need to Know.

Introduction: Preceptorships offer prelicensure nursing students the opportunity to meet their clinical objectives by working one-on-one with a registered nurse (RN). Although preceptorships can be provided for any clinical course, most prelicensure nursing programs offer them during the final semester. Preceptorships provide a bridge between academic study and the real world of nursing. By acting as a teacher, role model, evaluator, and person who can help a student to socialize with the profession, a preceptor can reduce the reality shock experienced by new nurses and provide them with realistic expectations about the nursing profession. The recent nursing shortage has inadvertently led to a preceptor shortage and forced the nursing leadership to become dependent on available RNs, including those without preceptor training or experience. Purpose: This practice update paper aimed to address the facilitators and barriers associated with preceptorships for prelicensure nursing students and discuss the proposed solutions for effective clinical preceptorship based on evidence and the author's personal reflections. Conclusion: The major facilitators were the discussion of nursing program expectations, the selection of teaching strategies with real-world examples, the creation of a structured weekly plan to promote learning, and the consideration of alternative teaching approaches. The major barriers were preceptors' dual responsibilities to students and patients, challenging students, and the lack of experienced preceptors. The proposed solutions included obtaining support from the nursing leadership team to ensure that the preceptor had a balanced workload, developing the emotional competence of the preceptor, addressing challenging students through a three-way conference with the student, the preceptor, and the clinical faculty and a written plan to ensure student progress, having the nursing leadership conduct periodic assessments of the preceptor pool, and ensuring that appropriate training was offered to candidates who were willing to become preceptors.

The Uterus Keeps the Score: Black Women Academics' Insights and Coping with Uterine Fibroids.

Few studies examine how high-achieving Black women navigate chronic reproductive health morbidities. Black women are disproportionately more likely to experience uterine fibroids, with earlier onset and more severe symptoms. This study leverages a national mixed-methods data set of Black women academics to examine how they describe symptomatic fibroids impacting their careers and lives. We find that participants (1) actively coped by engaging in superwoman schema, (2) postponed treatment due to the demands of their tenure-track position, and (3) normalized pain. Our findings suggest a potentially high prevalence of uterine fibroids among Black women faculty, that symptomatic fibroids were an impediment to some women's careers, and that women with symptomatic fibroids often identified expectations of their careers as an impediment to seeking timely treatment. We provide insights for how highly educated, successful Black women cope and navigate career stress coupled with challenges resulting from chronic reproductive health morbidities.

Prioritizing Faculty Well-Being: Why it Matters, What Schools Can Do, and a Call for Action.

Previous studies have identified high rates of burnout among healthcare workers and health professions faculty. Despite interventions being showcased at national meetings in both posters and platform presentations, there is minimal peer-reviewed published research focusing on professional well-being interventions and their assessments specific to pharmacy faculty. This commentary serves as a call to action to design and publish research related to work-system interventions to decrease burnout and promote professional well-being among all academic pharmacy faculty, and particularly subgroups who may be most at risk, such as women and assistant-level faculty. Leaders across colleges of pharmacy may consider implementing strategies suggested in the AACP Creating a Culture of Wellbeing guide.

[Alexey Alexeevich Maklakov (19.09.1872-21.03.1918)]. / Aleksei Alekseevich Maklakov (19.09.1872­21.03.1918).

This article commemorates the 150th anniversary of the birth of prominent early 20th-century Russian ophthalmologist Professor Alexey Alekseevich Maklakov of Moscow University and aims to explore his biography, which remains relatively obscure. His scientific, pedagogical, and public activities have not been subjected to comprehensive analysis until now. The study clarifies key dates in his life through examination of archival documents. The biography is further supplemented with new facts concerning his work at the medical faculty of Moscow University.

Trends in dental school faculty: An analysis of the results of the 2021‒2022 ADEA Dental School Faculty Demographic Census and 2018‒2019 ADEA Survey of Dental School Faculty.

PURPOSE/OBJECTIVES: Each year, American Dental Education Association (ADEA) collects data on U.S. dental school faculty demographics, compensation, and vacant and lost positions. One of the purposes of the reports associated with this project is to provide information to U.S. dental schools on national trends on dental school faculty. This report examines the landscape of faculty workforce at U.S.-accredited dental schools in 2021‒2022 and changes relative to the 2018‒2019 academic year. The information contained within this report includes faculty position information, new and separated faculty, open or vacant faculty positions, lost faculty positions, and faculty demographics. METHODS: The report analyzes data from the 2018‒2019 ADEA Survey of Dental School Faculty (representing an estimated 91% of the full-time and part-time faculty) and 2021‒2022 ADEA Dental School Faculty Salary and Demographic Census (an estimated 84% of the faculty). RESULTS: The analysis revealed that more than half of dental school faculty was in the south and northeast in 2021‒2022. Among responding schools, 85% of the faculty concentrated on teaching, research, and training in 2021‒2022, a proportion similar with 2018‒2019. One in five faculty was tenured or on tenure track, similar with 2018‒2019. More than three-quarters of full-time and part-time faculty were clinical faculty in 2021‒2022. There was a 62% increase in open faculty positions between 2018‒2019 and 2021‒2022. Women accounted for four in 10 faculty members in 2021‒2022-more than 3 years before. The median age of dental school faculty declined from 56 to 54 years old between 2019 and 2022. CONCLUSIONS: This study found that dental school faculty was increasingly younger, with more women members and more open positions in 2021‒2022 than in 2018‒2019.

Acknowledging and Addressing Microaggressions: A Virtual Experiential Learning Approach for Faculty.

Introduction: Although the ACGME and other accrediting organizations are increasingly emphasizing the importance of clinical learning environments that value diversity, equity, and inclusion, faculty development surrounding behavioral skills that promote inclusivity in the learning environment still needs cultivation. We designed a virtual longitudinal faculty development curriculum focused on direct observation, feedback, and practice of behavioral skills to acknowledge and address microaggressions in the learning environment. Methods: We used Kern's six steps of curriculum development to create four voluntary virtual workshops offered twice throughout the academic year, with topics including: (1) recognizing and naming microaggressions, (2) apologizing when harm has been experienced, (3) setting expectations surrounding microaggressions, and (4) debriefing microaggressions. Participant learners included residency program directors, associate program directors, and other leaders across all medical and surgical departments from one institution. Results: Thirty-one faculty from 10 departments participated in this yearlong curriculum. Pre- and postworkshop surveys analyzed participants' self-assessments of confidence and comfort in applying learned skills. Participants were more confident in openly naming bias, delivering expectations surrounding microaggressions, and debriefing microaggressions with learners. Participants also reported greater comfort in apologizing to learners when harm has occurred in public, in person, and electronically. Discussion: To create an inclusive learning environment, faculty can increase their comfort and confidence with addressing bias and microaggressions through practice and feedback. Our curriculum demonstrates how experiential learning allows for continual practice to solidify a new skill.

Determination of the relationship between obesity prejudice status and eating behaviors of faculty of health sciences students.

BACKGROUND: People living with obesity receive treatment services from health professionals for their weight or other health needs. In order for the students of the Faculty of Health Sciences, who will be a member of the health team in the future, to raise awareness of the society, it is necessary to first determine their obesity prejudices and eating habits. METHODS: The study is a cross-sectional and descriptive research. The study data were collected from 406 students studying at the Faculty of Health Sciences by online questionnaire method using a personal characteristics identification form, GAMS 27-Obesity Bias Scale and University Students Eating Behavior Scale (USEBS). The data were analyzed with SPSS 26 statistical software. RESULTS: In this study, all students were found to be prone to prejudice according to the mean total score of the Obesity Bias Scale and Obesity Bias Scale was higher in female students studying in perfusion department. In the sub-dimensions of the University Students Eating Behavior Scale, the enjoyment of food score was found to have the highest mean score. CONCLUSION: According to the results of the study, there is a need to develop educational planning that will both increase the awareness of university students about the relationship between eating behaviors and obesity and eliminate obesity prejudice tendencies due to the fact that they are educated to provide services in the field of health.

Transforming Ethics Education Through a Faculty Learning Community: "I'm Coming Around to Seeing Ethics as Being Maybe as Important as Calculus".

Ethics is central to scientific and engineering research and practice, but a key challenge for promoting students' ethical formation involves enhancing faculty members' ability and confidence in embedding positive ethical learning experiences into their curriculums. To this end, this paper explores changes in faculty members' approaches to and perceptions of ethics education following their participation in a multi-year interdisciplinary faculty learning community (FLC). We conducted and thematically analyzed semi-structured interviews with 11 participants following the second year of the FLC. Qualitative themes suggested that, following two years of FLC participation, faculty members (1) were better able to articulate their conceptualizations of ethics; (2) became cognizant of how personal experiences, views, and beliefs informed how they introduced ethics into their curriculum; and (3) developed and lived instructional principles that guided their ethics teaching. Results thus suggested that faculty members benefitted from exploring, discussing, and teaching ethics, which (in turn) enabled them to see new opportunities and become confident in integrating ethics into their courses in meaningful ways that aligned with their scholarly identities. Taken together, these data suggest faculty became agents of change for designing, implementing, and refining ethics-related instructional efforts in STEM. This work can guide others interested in designing faculty learning communities to promote instructional skill development, faculty members' awareness of their ethical values, and their ability and agency to design and integrate ethics learning activities alongside departmental peers in an intentional and continuous manner.

Enhancing Student Success: Implementing Mentoring Programs in Academic Settings: Focus on the Faculty of Medicine of Tunis.

In order to improve the learning outcomes, skills, sense of belonging and well-being of their students, faculties around the world have chosen to implement mentoring programs for their learners. Given the complexity of implementing this approach, our objectives in this review are, on the one hand, to discuss and support the principles and recommendations of a mentoring project in an academic setting and, on the other hand, to present the vision of the Faculty of Medicine of Tunis regarding this mentoring approach.

Ready or not here we grow! Evaluating the competency of nursing faculty in supporting nursing student mental health: A quantitative investigation.

BACKGROUND: College students are amid a mental health crisis with campuses seeing the highest rates of mental health disorders in over a decade. College nursing students stand out as particularly affected, experiencing elevated levels of anxiety, stress, and depression compared to the general student population. At the forefront of addressing this issue are college faculty, especially nursing faculty, who play a unique role in identifying and referring students with mental health needs due to their close interactions in smaller teaching-learning settings such as clinicals, simulations, and one-on-one validations. AIM: This study evaluated the perceived competency, knowledge, engagement, and fear levels of nursing faculty in supporting the mental health of Bachelor of Science in Nursing students. Additionally, the study explored whether faculty members with prior MH training differed in these levels. METHODS: Survey data from 63 faculty members employed across six prominent nursing schools in the southeast region of the United States, all offering Bachelor of Science in Nursing programs, were analyzed. Employing a cross-sectional design, the study utilized the "College Mental Health Perceived Competency Scale" (CMHPCS) to assess faculty's competence, knowledge, engagement and fear in supporting student mental health. RESULTS: Among the 63 participants, significant differences were observed in engagement levels between nursing faculty with and without prior mental health training (p < .012). Overall, the surveyed nursing faculty demonstrated high levels of competence, engagement and knowledge and low levels of fear in supporting the nursing student's mental health. CONCLUSION: The results prompt recommendations for future research aimed at developing a comprehensive approach to equip nursing faculty with effective mental health training and interventions. Such efforts seek to empower student nurses with the tools necessary to support their own mental health, enabling them to competently care for patients and communities.

Relationship between satisfaction of work-related needs and forms of motivation for the pursuit of scholarly activity by chiropractic faculty.

OBJECTIVE: This study sought to determine whether chiropractic faculty were extrinsically, introjectedly, or intrinsically motivated to pursue scholarship; if satisfaction of a faculty member's work-related needs of autonomy, competence, and relatedness correlated with intrinsic motivation to pursue scholarly activities; and to identify barriers to faculty participation in scholarship. METHODS: An anonymous online survey was administered to full-time faculty at 2 chiropractic institutions in the United States. Survey items assessed whether faculty perceived their work-related needs as met, which motivation type they displayed, and perceived barriers to performing scholarly work. Pearson correlation was used to measure the relationships between satisfaction of the work-related needs and intrinsic motivation. Content analysis was used to analyze faculty responses regarding perceived barriers. RESULTS: On average, survey items indicating extrinsic motivation received 52.2% of positive responses, those indicating intrinsic motivation received 47.8% of positive responses, and those indicating introjected motivation received 26.7%. Intrinsic motivation was positively correlated with each of the work-related needs (autonomy: r = .34, p = .067; competence: r = .52, p = .004; relatedness: r = 0.34, p = .063). Four categories of barriers were reported: time constraints, lack of knowledge, lack of support, and lack of interest. CONCLUSION: In this sample, chiropractic faculty most frequently identified with survey items indicating extrinsic motivation. Satisfaction of each of the 3 work-related needs was positively correlated with intrinsic motivation; however, competence showed a significant correlation indicating as competence is satisfied faculty are more likely to be intrinsically motivated to pursue scholarship. Perceived lack of time, knowledge, and support were reported barriers to the pursuit of scholarship.

Building Community and Developing Professionally through FUN Final Friday Sessions.

FUN Final Fridays (FFFs) are a professional development effort resulting from a pandemic-inspired virtual pedagogical meeting. Over the past three academic years, Faculty for Undergraduate Neuroscience (FUN) has hosted FFFs as monthly professional development sessions. These sessions offer a mechanism to address current issues in higher education with emphasis on topics relevant to neuroscience educators. Broadly, topics covered in FFF sessions fall under three areas: a faculty focus that addresses issues of wellness and professional opportunity; a diversity, equity, inclusion, and belonging focus that addresses how to advocate for justice through education; and a pedagogical focus that address classroom strategies and issues that affect student learning. We share here our experiences and lessons learned regarding selecting topics, identifying facilitators, navigating timing across a semester, and engaging participants with a goal of providing a framework for successful professional development so that other institutional and departmental leaders can contribute meaningfully to the growth and development of their colleagues.

Nursing educators' experiences of cultural competence in the nursing education program: A qualitative descriptive study.

BACKGROUND: To meet the population's increasing diversity and the health system's needs, it is necessary to prepare nursing schools to produce culturally qualified students. PURPOSE: This study aimed to extract the experiences of nursing educators about the cultural competence of nursing students. METHOD: In this qualitative descriptive study, data were collected through in-depth, semi-structured interviews with 15 nursing educators affiliated with three medical sciences universities in southeastern Iran. Purposive data sampling and analysis were performed using Graneheim and Lundman's conventional content analysis methods. RESULTS: One main theme, 5 categories, and 18 subcategories were extracted. The main theme was "cultural equality, the essence of care and education". Categories included "Toward culturally-based caring and education", "Charter of cultural rights", "The need for cultural competence facilitators", "Cultural exposure", and "Modifying the curriculum policies". CONCLUSION: This study shows that nursing educators strive to take into account students' cultural competence, even though cultural competence is not explicitly integrated into nursing curricula. The acquisition of cultural competence requires multifaceted changes in education, in clinical centers, and in the creation of cultural infrastructure.

Institutional factors that affect faculty mentoring in academic nursing programs.

BACKGROUND: Mentoring in academic nursing facilitates the acclimation of nurse faculty into academia, supports career development, and improves faculty satisfaction and retention. While studies have examined the characteristics of effective mentors, few have examined institutional influences on academic mentoring for faculty. PURPOSE: To identify institutional factors that support or hinder faculty-to-faculty academic mentoring from the perspectives of experienced nurse faculty mentors. METHOD: A qualitative descriptive approach was used to identify institutional factors that impact academic mentoring. Semi-structured interviews were conducted with experienced nurse faculty (n = 24) about their mentoring experiences. Remarks related to institutional factors were analyzed using conventional content analysis. RESULTS: Five institutional factors that supported mentoring were identified: (1) support of unit leaders, (2) established processes and policies, (3) mentoring development opportunities, (4) faculty-to-faculty support, and (5) faculty rewards. Six institutional factors that hindered mentoring were identified: (1) lack of support of unit leaders, (2) limited mentoring development opportunities, (3) heavy workloads that restrict mentoring, (4) limited pool of mentors, (5) inadequate faculty rewards for mentoring, and (6) limited oversight of faculty mentoring. CONCLUSION: The identification of institutional factors that support or hinder mentoring can inform academic leaders and program administrators in their efforts to strengthen mentoring.

Collaborative nursing education between advanced practice registered nurses.

The surge in healthcare demands due to the explosion of growth in the aging adult population demands that academic institutions address enhanced education of Advanced Practice Registered Nurses (APRNs). This is particularly challenging amidst nurse faculty shortages in specialty areas, stemming from factors such as lack of pay competitiveness with clinical positions, and doctoral-prepared nurses seeking faculty positions. Despite efforts to address the shortages, recruitment challenges persist, necessitating innovative approaches. This article explores the interprofessional collaborative teaching between Nurse Anesthesia (NA) and Adult Gerontology Nurse Practitioner (NP) programs, focusing on airway management, sedation techniques, chest X-ray interpretation, and ultrasound skills. To date, this collaboration between NA and NP faculty has proven effective. Both synchronous and online asynchronous teaching have received overwhelmingly positive student feedback. Ongoing communication and collaborations between NA and NP faculty facilitate teaching and educational strategies across programs, sharing faculty expertise, and mitigating reduced faculty numbers. This innovative model benefits faculty and students and provides a platform for firsthand interprofessional collaboration, fostering mutual respect and preparing students for effective interdisciplinary healthcare teamwork.

Undergraduate Nursing Faculty Knowledge, Beliefs, and Experiences with Teaching LGBTQ+ Content: A Scoping Review.

BACKGROUND: Nursing education research about inclusion of lesbian, gay, bisexual, transgender, and queer (LGBTQ+) health content in undergraduate nursing curricula primarily focuses on student learning outcomes. There is less research evidence about the experiences of nursing faculty with teaching LGBTQ+ health topics. PURPOSE: The purpose of this scoping review was to identify current evidence about pre-licensure, undergraduate nursing faculty knowledge, beliefs, and experiences with teaching LGBTQ+ content. METHODS: Six EBSCO databases were searched for manuscripts published between 2012 and 2023. Peer-reviewed articles, published in English, describing studies of pre-licensure, undergraduate nursing faculty knowledge, beliefs, and experiences with teaching LGBTQ+ health content were included. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) extension for scoping reviews was used to guide inclusion of studies for review. RESULTS: The literature search yielded 612 results, of which 58 were selected for full text screening. Twelve total studies were retained for this scoping review. CONCLUSIONS: Faculty knowledge related to LGBTQ+ health is framed by a "deficit narrative," emphasizing physical and mental health risks and negative outcomes. Faculty beliefs are often measured with instruments that reflect cisnormativity or heteronormativity. There is an ongoing need to research the experiences of inclusion of LGBTQ+ content by pre-licensure, undergraduate nursing faculty.