The aim of the study was to examine nursing students' perspectives on why and how course contents on lesbian, gay, bisexual, and transgender health should be included in the nursing curriculum. This was a descriptive qualitative study. A purposive sample was used, and 17 students participated. Thematic analyses revealed four themes: “The need for knowledge and awareness”; “Communication”; “The need for practice‐based learning”; and “Inclusion of course contents on lesbian, gay, bisexual and transgender health in the nursing curriculum”. Almost all the students reported that the proportion of the course content that had been allocated to lesbian, gay, bisexual, and transgender health was inadequate and emphasized that it is necessary to improve both the theoretical and practical components of the nursing curriculum.

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This study aimed to describe, interpret, and understand the phenomenon of ego integrity among nursing home residents using a descriptive phenomenological approach. Data were collected by conducting in‐depth face‐to‐face interviews with 18 nursing home residents with the aid of a pilot‐tested semi‐structured interview guide. The authors followed a systematic analytic procedure. Key themes and subthemes emerged when the codes were combined. The responses of the residents were classified under three themes: (i) existential well‐being, (ii) future expectations, and (iii) regrets regarding past life stages. The results underscored the important role of ego integrity in structuring oneʼs life in the later years. A lack of ego integrity had resulted in negative perceptions of life, a lack of future plans, and existential suffering. The findings underscore the importance of assessing ongoing temporal changes in the ego integrity of nursing home residents and providing effective programs that enhance their sense of ego integrity.