Bringing Gender-Affirming Care to Primary Care: Use of a Multimodal Curriculum to Educate Nurse Practitioners and Nurse Practitioner Students
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Rebecca C Mueller1, M Elayne DeSimone
1Assistant Professor (Dr Mueller), Neumann University, Aston, Pennsylvania; Nurse Practitioner (Dr Mueller), Worth Student Health and Wellness Center, Swarthmore College, Swarthmore, Pennsylvania; and Clinical Professor (Dr DeSimone) Retired.
Background:
An increasing number of individuals who identify as transgender and gender diverse require informed and compassionate health care, yet there is a dearth of research about which educational strategies are best used to provide nurses and nurse practitioners the foundation upon which to provide appropriate health care.
Purpose:
This study evaluated a multimodal approach that included guided readings, a transgender patient panel, standardized patient simulation, and group discussion.
Methods:
The Sexual Orientation Counselor Competency Scale was administered pre- and postintervention.
Results:
Results demonstrated increases in knowledge, skills, and attitudes among the 16 participants. A high level of satisfaction was expressed for the overall program, but especially for the patient panel and standardized patient encounter.
Conclusions:
Nurse educators are encouraged to include information about health care of the transgender patient into curricula.
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