Background: Lesbian, gay, bisexual, and transgender (LGBT+) populations account for 4% of the US population, yet health disparities persist, which are considered a priority in health care systems. In nursing education programs, the allotment in time to coverLGBT+ health content is not mandated thus ranges from zero to several hours total in nursing curricula. Therefore, nursing students' education regarding LGBT+ health issues remains minimal and inconsistent throughout the nation's nursing programs.Aim: To provide associate degree nursing students with exposure to the health disparities in LGBT+ populations through a reflective writing assignment.Methods: The essays were culled from both sections of an established core course in the nursing curriculum, which was taught by both faculty. Using a retrospective content analysis approach, the essays from 61 associate degree nursing students were read and reread by both authors. Similar statements were grouped together and themes emerged for both authors.Results: The content analysis from the students' essays, which exposed the students to LGBT+ health issues, yielded intriguing and encouraging data. Four themes regarding LGBT+ health emerged from the students' essays: (1) communication, (2) advocacy, (3) increased knowledge and awareness, and (4) empathy development.Conclusions: Such results suggested that a reflective writing assignment was beneficial for nursing students and exposed and familiarized them with the disparities of LGBT+ populations. Through an analysis of the students' essay contents, the two faculty researchers were able to identify improved knowledge and awareness from the writing assignment. K E Y W O R D Sassociate degree nursing students, health care disparities, LGBT health, LGBT populations, nursing curriculum, nursing education

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