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Transforming care: A gender-affirming care simulation study
Edward D Petrie1, Joel G Anderson1
1College of Nursing, University of Tennessee, Knoxville, TN.
Background:
Transgender (TG) individuals experience persistent health disparities related to stigma, bias, and limited provider preparation. Few nursing programs use simulation that centers TG voices to address these gaps.
Purpose:
To examine the relationship of TG standardized patient (TG-SP) simulation on prelicensure nursing students' attitudes and beliefs using the Transgender Attitudes and Beliefs Scale (TABS) and to explore student perceptions through qualitative debriefing.
Methods:
A concurrent triangulation mixed-methods design was used. Thirteen nursing students participated in a TG-SP simulation. Pre- and post-simulation TABS surveys assessed attitudinal changes across three subscales. Focused debriefings and field notes were thematically analyzed.
Discussion:
Statistically significant improvements were observed on selected TABS items. Qualitative analysis revealed four themes: increased comfort and confidence, the impact of authentic representation, enhanced empathy through lived experience, and commitment to inclusive practice.
Conclusion:
Community advisory board involvement and TG-SP ensured authenticity and cultural congruence, strengthening student learning.
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