Usualising and specificising: A framework for LGBTQI+ inclusion in nursing and midwifery education

Aim: To present the “Usualising and Specificising” framework as a structured approach for the meaningful inclusion of LGBTQI+ individuals and issues within nursing and midwifery education. Background: LGBTQI+ individuals face persistent health disparities, often worsened by the lack of inclusive nursing and midwifery curricula. Existing research reveals gaps in knowledge, attitudes and preparedness among students and educators, with curricula frequently marginalising or pathologising LGBTQI+ issues. Design: A conceptual framework supported by case studies and evidence-based applications in educational settings. Methods: The framework employs a dual approach: “Usualising,” which integrates LGBTQI+ identities naturally across learning scenarios and “Specificising,” which addresses distinct health needs through focused content. It is illustrated through enquiry-based learning, elective modules and targeted lectures, grounded in legal and ethical principles. Results: The framework normalises LGBTQI+ inclusion across all educational areas while dedicating space to explore disparities such as minority stress, health inequities and gender-affirming care. This approach fosters culturally competent, affirming care practices and equips students to dismantle systemic biases. Conclusions: The “Usualising and Specificising” framework advances health equity by embedding LGBTQI+ inclusivity into nursing and midwifery education.