Annette T Maruca1, Desiree A Diaz, Cherrill Stockmann, Laura Gonzalez. 1. About the Authors Annette T. Maruca, PhD, RN-BC, CNE, is an associate clinical professor, University of Connecticut School of Nursing, Storrs, Connecticut. Desiree A, Diaz, PhD, RN-BC, CNE, CHSE, CHSE-A, is an assistant professor, Cherrill Stockmann, PhD, RN, CNE, is a lecturer, and Laura Gonzalez, PhD, ARNP, CNE, CHSE, is director, Collegewide Simulation, and clinical associate professor, University of Central Florida College of Nursing, Tampa. For more information contact Dr. Maruca at annette.maruca@uconn.edu.
Abstract
AIM: The aim of this research was to evaluate the impact of a transgender simulation on nursing students' affirmative practice when caring for a transgender person. BACKGROUND: There is a paucity of research that assesses the attitudes of nursing students toward lesbian, gay, bisexual, and transgender (LGBT) persons and a deficit in nursing curricula regarding LGBT content. METHOD: A nonexperimental, pretest-posttest design was used to evaluate nursing students' affirmative practice when caring for a transgender patient using the Gay Affirmative Practice Scale. RESULTS: A Wilcoxon signed-rank test revealed a statistical significance in Gay Affirmative Practice scores after the simulation with a small effect size. These results suggest that the transgender simulation supported nursing students' attitudes and affirmative practice when providing nursing care to a transgender person. CONCLUSION: Experiential learning in nursing education is an effective approach to teach cultural competence and sensitivity in caring for vulnerable populations.
AIM: The aim of this research was to evaluate the impact of a transgender simulation on nursing students' affirmative practice when caring for a transgender person. BACKGROUND: There is a paucity of research that assesses the attitudes of nursing students toward lesbian, gay, bisexual, and transgender (LGBT) persons and a deficit in nursing curricula regarding LGBT content. METHOD: A nonexperimental, pretest-posttest design was used to evaluate nursing students' affirmative practice when caring for a transgender patient using the Gay Affirmative Practice Scale. RESULTS: A Wilcoxon signed-rank test revealed a statistical significance in Gay Affirmative Practice scores after the simulation with a small effect size. These results suggest that the transgender simulation supported nursing students' attitudes and affirmative practice when providing nursing care to a transgender person. CONCLUSION: Experiential learning in nursing education is an effective approach to teach cultural competence and sensitivity in caring for vulnerable populations.
Authors: Jorge Medina-Martínez; Carlos Saus-Ortega; María Montserrat Sánchez-Lorente; Eva María Sosa-Palanca; Pedro García-Martínez; María Isabel Mármol-López Journal: Int J Environ Res Public Health Date: 2021-11-10 Impact factor: 3.390