Learning about Culturally Humble Care of Sexual and Gender Minority Patients

Methods of Teaching Transgender Health in Undergraduate Nursing Programs

“…Video/film 11,16,18,35 (n = 4) Films used as a teaching tool were The Danish Girl, About Ray, and Gen Silent.…”

“…Reflective writing after reading an article 33 and after participating in a positive space training session. 16 Guided discussion 11,19 (n = 2)…”

“…Videos and films were incorporated into traditional lecture and training programs for students to address LGBTQ+ health disparities and best practices for culturally congruent nursing care. 11,16,18,35 Video and film projects on LGBTQ+ care often involved collaboration between health care professionals, educators, LGBTQ+ advocacy groups, and community members. 16,18,35 García-Acosta and colleagues 35 conducted a quasi-experimental study to evaluate the impact of problem-based learning using case studies and films The Danish Girl and About Ray to increase the knowledge of final-year nursing students in caring for transgender patients.…”

“Ally Theater Is a Problem”

“…13 For ex-ample, nurse educators, as coplayers, have a role in educational institutions to prepare students for providing affirming care for diverse populations 14,15 ; however, systemically, some nursing programs have either excluded LGBTQI+ migrants in their curriculum or lack faculty who are prepared to incorporate racism, health equity, and cultural safety for these individuals in nursing education. 1,[16][17][18][19][20][21][22][23][24] Advance thinking with an intersectional lens Scholars of intersectionality highlight how individuals' social locations and identities are not politically neutral and are the result of dominant ideologies and systems of power. [25][26][27][28] In particular, race is not seen as a stand-alone category, but people are seen in the actual complexities of their lives with intersecting identities informed by race, ethnicity, culture, class, religion, dis/ability, migration status, mental health, and SOGIE.…”

“…In particular, the political views of the playwright, producer, and theatrical venue may silence or amplify certain voices and experiences in performance 13. For example, nurse educators, as coplayers, have a role in educational institutions to prepare students for providing affirming care for diverse populations14,15; however, systemically, some nursing programs have either excluded LGBTQI+ migrants in their curriculum or lack faculty who are prepared to incorporate racism, health equity, and cultural safety for these individuals in nursing education 1,16–24…”