Affirming Simulation in Nursing Education Across Different Institutional Contexts

Persistent health disparities among transgender and nonbinary (TGNB) individuals demand a shift in how nursing students are prepared to provide inclusive, affirming care. While simulation is a proven method for enhancing clinical competence, it remains underutilized in advancing health equity for TGNB patients.

Standardized patients with lived TGNB experiences co-developed and participated in a simulation designed to reflect authentic clinical interactions. The simulation was implemented at two geographically distinct institutions, each with differing resources and contexts.

Students across both sites demonstrated the ability to deliver inclusive care prior to entering professional practice. To support replication, a simulation guide was developed to assist other institutions in adopting TGNB-focused simulations.

This initiative shows that immersive, competency-based simulation can effectively integrate TGNB health content into prelicensure nursing education, fostering affirming care practices and addressing critical gaps in traditional curricula.