Using Simulation With Nursing Students to Promote Affirmative Practice Toward the Lesbian, Gay, Bisexual, and Transgender Population: A Multisite Study

Abstract

Experiential learning in nursing education is an effective approach to teach cultural competence and sensitivity in caring for vulnerable populations.

The influence of the oncology‐focused transgender‐simulated patient simulation on nursing students' cultural competence development

“…Although integration of specific LGBTQ simulation activities into nursing curricula have begun, 3,8,11 there is still great need for further evidence for carefully designed SP‐focused teaching an learning activities. The TSPS strategy that was utilized in this study was part of ABSN nursing students' last semester elective oncology course.…”

“…Healthy People 2020 and Healthy People 2030, now being developed, the report lists the reduction of the number of new cancer cases, cancer care, and improving health, safety, and well‐being of transgender individuals among the goals, and priority indicators 5,6 . One way to accomplish these goals is to incorporate evidence‐based educational strategies into nursing curricula addressing health disparities and the distinct health care needs of lesbian, gay, bisexual, transgender, queer (LGBTQ) persons 7‐12 . The integration of these activities to promote diversity and cultural competence development in nursing education requires creativity, resources, expertize, close follow‐up with evidence‐based practice, and, last but not least, the use of theory 13,14 .…”

“…Such strategies should also be compliant with culturally and linguistically appropriate services (CLAS) standards 15 . As an innovative and evidence‐based strategy, the simulated patient (SP) method can be an effective way to promote culturally congruent nursing care 8,11,12 …”

Improving the care management of trans patients: Focus groups of nursing students’ perceptions

“…This scant LGBTQ+ content in nursing curricula may explain the paucity of students’ understanding of gender‐related terminology. Because of this, participants faced the challenge to differentiate appropriately between terms such as gender identity or sexual expression during their nursing assessment, which was perceived as a barrier for their care by the students (Maruca et al., 2018). Concordantly, the existing literature suggests that knowledge of LGBTQ+ terminology is crucial to understand and provide a culturally competent care to trans patients, as well as identifying professional and personal bias (Abeln & Love, 2019).…”

LGBTQ Identity, Nursing Education, and Culturally Safe Care: Suggestions for Educators

“…The use of simulation is becoming more familiar in nursing curriculum. Simulation provides a unique opportunity for nursing students to try intentional interactions with people who identify as lesbian, gay, bisexual, and transgender [30]. Nursing students who engage in simulation experiences, trial therapeutic interactions without making live patients feel selfconscious about their identity.…”