Individuals who identify as lesbian (L), gay (G), bisexual (B), transgender (T) and queer or questioning (Q) have increased need for adequate health care than their straight, gender conforming counterparts. Due to this, it is imperative for nurses to feel comfortable in caring for the LGBTQ patient and for schools of nursing to offer opportunities for educational growth regarding care of the LGBTQ patient. The purpose of this study was to determine to what extent a short, self-directed educational module increased nursing student comfort level in caring for the LGBTQ patient. A pre and postsurvey were used at a Midwestern university, with the educational module in the middle. It was found that this educational module did not increase comfort level in nursing students, but in some instances, it decreased comfort and increased bias. Although further research is required, from this study it was concluded that this short educational module was not adequate in increasing nursing students' comfort level when caring for the LGBTQ patient. Schools of nursing should not rely on these types of modules to increase student comfort level, opting instead to ensure that care of the LGBTQ patient is woven throughout the curricula. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]