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Published on: February 16, 2011
Using a Flipped Classroom and Role-Play to Introduce Nursing Students to LGBTQIA+ Patient Care
1About the Author Christina Jordan, MSN, RN, HNB-BC, is an assistant professor at the Tanner Health System School of Nursing, University of West Georgia, Carrollton, Georgia. The author is grateful to Dr. Kelly Dyar for guiding the development of this project. For more information, contact Christina Jordan at cljordan@westga.edu .
Abstract:
This project used a flipped classroom method to introduce prelicensure baccalaureate nursing students to the concept of sexual orientation and gender identity and increase student knowledge and comfort in the care of these individuals. Teaching-learning strategies included self-instruction via video and classroom activities of group discussion and role-play. The educational activity used a pre- and posttest design to evaluate learning outcomes. After implementation, students reported a greater understanding of the needs of lesbian, gay, bisexual, transgender, queer/questioning, intersex, and asexual (LGBTQIA+) patients. The results suggest that even a short introduction to the LGBTQIA+ patient's needs could increase nursing students' knowledge.
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