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Using Simulation to Teach Gender-Affirming Care Concepts in Nursing Education
The Journal of Nursing Education
|April 6, 2024
Summary
Nursing students gained confidence in providing gender-affirming care through a simulation. This training helps improve clinical competencies for caring for LGBTQIA+ and gender-nonconforming individuals.
Area of Science:
- Healthcare Education
- Nursing Practice
- Health Equity
Background:
- LGBTQIA+ and gender-nonconforming (GNC) individuals face healthcare disparities due to limited access and provider bias.
- Nursing education must address the need for culturally competent care for vulnerable populations.
- Clinical experiences with transgender and GNC individuals can be challenging for students.
Purpose of the Study:
- To assess the effectiveness of a simulation-based learning activity.
- To improve nursing students' confidence in providing gender-affirming care.
- To enhance clinical competencies for caring for LGBTQIA+ and GNC patients.
Main Methods:
- A simulation activity focused on caring for transgender and GNC individuals was implemented.
- Students engaged in prebriefing, viewed a simulation video, and participated in a debriefing session.
- Pre- and post-surveys measured changes in knowledge and confidence.
Main Results:
- The simulation activity significantly improved students' confidence in providing gender-affirming care.
- Students demonstrated increased perceived competence in addressing the needs of LGBTQIA+ and GNC patients.
Conclusions:
- In-class simulation is an effective strategy for enhancing nursing students' clinical skills in a safe environment.
- Prioritizing competent care for vulnerable populations is essential in nursing education.
- Simulation can bridge the gap between theoretical knowledge and practical application for LGBTQIA+ healthcare.
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