Objective To integrate and analyse the literature produced by nurses in terms of care, education and understanding of the reality of transgender (trans) people. Design An integrative review methodology guided by the framework proposed by Whittemore and Knafl. Data sources The search strategy was applied in the following databases: Medline, Embase, Scopus, Web of Science and CINAHL, as well as in Biblioteca Virtual de Saúde, during February and March 2021, with no time frame. Review methods The references found were assessed according to the eligibility criteria established. The information of the articles included was extracted, and a thematic analysis was performed to synthesize the review findings. Results The searches in the databases yielded 2859 articles; 985 after removing duplicates, and 33 articles were included in this review. Three major themes were identified: (1) Understanding the trans universe through the trans perspective; (2) Understanding health and nursing care for trans people; and (3) Trans women as the focus of health and nursing care. The themes evidenced in the lens of nurses and clients the importance of nursing training at all levels to prepare professionals on how to provide culturally competent nursing care for this population and reduce healthcare inequities. Conclusion Nurses must work to provide a space for convergence and enhancement of the rights of trans people and cease to be a verticalized care model. To such end, it is necessary to devise places and possibilities to teach and learn, to construct and reconstruct a culturally competent nursing care. Impact This review highlighted the current knowledge and identified gaps in the understanding of nurses, health professionals and students about the experience lived by trans people, resulting from the lack of training and continuing education of these professionals.

RESUMO Objetivo: compreender o conhecimento dos estudantes de graduação de enfermagem em uma universidade do sul do Brasil no tocante às pessoas trans. Método: estudo descritivo com abordagem qualitativa a partir de entrevistas realizadas com 19 estudantes de graduação em enfermagem matriculados do oitavo ao décimo período do curso. A coleta de dados ocorreu nos meses de outubro e novembro de 2021. Da análise temática emergiram 3 categorias: o curso de graduação precisa falar disso!; eu não sei do que se trata; e o que se sabe e se diz sobre as pessoas trans. Resultados: os estudantes demonstram insegurança no cuidado das pessoas trans devido ao não oferecimento regular deste conteúdo no currículo. Denotam desconhecimento de como acolher, cuidar, respeitar as especificidades, tratar pelo nome social, e também dificuldades em cuidar desta população no presente e no futuro. Além disso, poucos tiveram a oportunidade de vivenciar esta experiência nos campos de prática acadêmica. O conteúdo é oferecido em uma única disciplina que trata da sexualidade em geral. Conclusão: o desconhecimento acerca da diversidade sexual é um fator limitador na assistência à saúde a esta população. Identifica-se uma fragilidade no ensino-aprendizagem ao não relacionar a realidade da população trans com suas demandas de saúde.

Objective: to understand what undergraduate Nursing students from a university in southern Brazil know about trans people. Method: a descriptive study with a qualitative approach based on interviews conducted with 19 undergraduate Nursing students enrolled from the eighth to the tenth period of the course. Data collection took place in October and November 2021. Three thematic categories emerged from the thematic analysis, namely: the undergraduate course has to speak about this!; I don't know what it is about; and What is known and said about trans people. Results: the students showed insecurity in the care of trans people because this content is not regularly taught in the curriculum. They denote not knowing how to welcome, care for, respect specificities and treat them by their social name, as well as difficulties taking care of this population group, both in the present time and in the future. In addition to that, few of them had the opportunity of undergoing this experience in the academic practice fields. The content is taught in a single academic discipline that deals with sexuality in general. Conclusion: lack of knowledge about sexual diversity is a limiting factor in the health care provided to this population group. Certain weakness is identified in the teaching-learning process when not relating the reality of the trans population to their health demands.