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Article Abstract
Background: Nurse educators are confronted with legislative measures that narrowly define sex and gender, potentially excluding transgender and non-binary identities from nursing curricula. This article examines challenges when federal policy directives conflict with scientific consensus and propose strategies for preserving quality education.
Problem: Restrictive policies threaten academic freedom, undermine scientific rigor, and compromise ethical obligations to deliver inclusive, culturally humble care for diverse patients.
Approach: Guided by an intersectional framework encompassing race, gender identity, socioeconomic status, and transformative learning theory, this article proposes curricular strategies that integrate rigorous scientific content on sexual differentiation, practical faculty development, and community engagement. These interventions emphasize case-based learning, gender-affirming communication, and legal/ethical preparedness.
Conclusions: By maintaining academic integrity and prioritizing nuanced understandings of sex and gender, nurse educators can adapt to politically charged climates while advancing person-centered, compassionate care. These efforts uphold the profession's commitment to dignity and justice for all individuals.
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