- •Gaps exist in nursing curricula to prepare graduates for transgender patient care.
- •Simulation allows students to practice communication with transgender patients.
- •Improved communication with diverse populations promotes an inclusive culture.
Transgender people often experience inequities, discrimination, and violence within health care environments by ill-informed health care professionals. Simulation has been beneficial in increasing students’ knowledge about transgender health issues.
A transgender simulation scenario was piloted with pairs of students completing an anesthesia preoperative interview with a transgender patient who presents for an emergent surgery. Thirty (42%) of graduate nursing students enrolled in a Doctor of Nursing Practice nurse anesthesia program voluntarily participated in a transgender pilot simulation.
Twenty-eight of 30 participants (93%) completed a presimulation and postsimulation survey with the majority (68%) reporting after the simulation that they had ongoing feelings of incompetence related to the health care needs of transgender patients.
Expanded didactic lessons and simulation experiences that include transgender content can increase comfort levels for both patient and provider as we strive to shift the paradigm toward health care equity for all.
To read this article in full you will need to make a payment
Purchase one-time access:Academic & Personal: 24 hour online accessCorporate R&D Professionals: 24 hour online access
One-time access price info
- For academic or personal research use, select 'Academic and Personal'
- For corporate R&D use, select 'Corporate R&D Professionals'
Subscribe:Subscribe to Clinical Simulation In Nursing
Already a print subscriber? Claim online access
Already an online subscriber? Sign in
Register: Create an account
Institutional Access: Sign in to ScienceDirect
- Guidelines for psychological practice with transgender and gender nonconforming people.American Psychologist. 2015; 70: 832-864https://doi.org/10.1037/a0039906A
- Stigma, mental health, and resilience in an online sample of the US transgender population.American Journal of Public Health. 2013; 103: 943-951https://doi.org/10.2105/AJPH.2013.301241
- Integrating sexual minority health issues into a health assessment class.Journal of Professional Nursing. 2015; 31: 498-507
- “I was a spectacle…A freak show at the circus”: A transgender person’s ED experience and implications for nursing practice.Journal of Emergency Nursing. 2016; 42: 25-30https://doi.org/10.1016/j.jen.2015.08.012
- Simulation design: Addressing care of a transgender patient.Clinical Simulation in Nursing. 2017; 13: 452-459https://doi.org/10.1016/j.ecns.2017.05.006
- Sexual orientation/gender identity cultural competence: A simulation pilot study.Clinical Simulation in Nursing. 2018; 16: 2-5https://doi.org/10.1016/j.ecns.2017.10.011
- The Report of the 2015 U.S. Transgender Survey.National Center for Transgender Equality, Washington, DC2016
- A national survey of faculty knowledge, experience, and readiness for teaching lesbian, gay, bisexual, and transgender health in baccalaureate nursing programs.Nursing Education. 2015; 36: 144-152https://doi.org/10.5480/14-1355
- The gaps in health care of the LGBT community: Perspectives of nursing students and faculty.Papers & Publications: Interdisciplinary Journal of Undergraduate Research. 2016; 5: 5
©?2018 International Nursing Association for Clinical Simulation and Learning. Published by Elsevier Inc. All rights reserved.