LGBTQ+ youth as a minority group has been shown to have unmet health and support needs in healthcare, however, little is known about LGBTQ+ youth in junior high school (JHS) nursing. The aim of this study was to develop a theoretical model describing LGBTQ+ inclusive JHS nursing.

This study comprised three qualitative sub-studies, in which LGBTQ+ inclusive JHS nursing was explored through an integrative literature review (n= 18), an online survey study about the experiences of Finnish LGBTQ+ youth (n= 35) in JHS nursing, and a focus group interview study about the perceptions Finnish JHS nurses (n= 15) of supporting LGBTQ+ youth. Data analysis methods used in this study were deductive descriptive analysis and inductive thematic analysis. To develop a theoretical model, the findings of the sub-studies were used as the empirical knowledge in the model, and the structure of the model comprised five patterns of knowing in nursing (emancipatory, ethical, empirical, personal, and aesthetic).

LGBTQ+ inclusive JHS nursing is multidimensional, in which emancipatory knowing presents the awareness of inequalities of LGBTQ+ youth and ways to reduce inequalities; empiric knowing the evidence-based LGBTQ-inclusive knowledge, education, and competence in using them; ethical knowing the ethical and moral considerations and actions with LGBTQ+ youth; aesthetic knowing the acknowledgement of the uniqueness of LGBTQ+ youth, and having an LGBTQ+ inclusive atmosphere and confidential relationship with them; and finally personal knowing presents the JHS nurse’s inner awareness of themselves as a professional and in relation to LGBTQ+ youth.

LGBTQ+ inclusiveness has been recognized as important, but it has received little attention in previous research. To create equality in school nursing and support the work of school nurses, further research is needed in the European nursing context, in LGBTQ+ inclusiveness promoting practices and nursing education in general.