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Education, training, and desired qualities in care for transgender, nonbinary, and gender expansive older adults
Jason Schmidt Avendaño1, Jessica Jess A VanderWerf2, J E Sumerau3
1Department of Psychology, University of South Florida, Tampa, FL.
Abstract:
Transgender, nonbinary, and gender expansive (TNGE) older adults face structural disparities in healthcare access and utilization. To examine perspectives on education, training, and desired qualities in healthcare delivery among TNGE older adults and identify opportunities for improvement. Between September 2021 and January 2022, semi-structured, individual interviews were conducted with 47 TNGE adults aged 65+ in the United States. Utilizing a thematic analysis approach, data were analyzed using NVivo software. Three themes emerged: (1) implicit bias and lack of TNGE-relevant healthprovider education, (2) healthcare professionals' empathy, compassion, and respect, and (3) challenges with disclosing TNGE identity. Respondents emphasized the need for more culturally responsive, age-friendly, and trauma-informed care education and training. These findings highlight the need for reforms in healthcare education and training to better serve TNGE older adults and to equip nursing and other healthcare workforces to respond effectively to TNGE identity disclosures.
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