Impact of a Virtual Patient Simulation on Nursing Students' Attitudes of Transgender Care

Altmiller, Gerry; Wilson, Cheryl; Jiménez, Francisco; Perron, Tracy

doi:10.1097/nne.0000000000001331

Cited by 6 publications

(11 citation statements)

References 26 publications

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“…[23][24][25] Finally, 2 studies explored virtual simulation/ virtual simulation games in transgender health nursing education. 17,26 Only 3 articles mentioned using the international simulation guidelines for the development of the simulation. 15,24,25 One study described the inclusion of transgender persons as content experts or SPs in the development and implementation of the simulation activity.…”

Section: Simulationmentioning

confidence: 99%

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Methods of Teaching Transgender Health in Undergraduate Nursing Programs

Lim,

Eda

2023

Nurse Educator

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Background: Transgender populations experience disproportionately higher rates of mental and physical health issues such as suicidality and heart disease than their cisgender counterparts. Education of health professions students and providers is recognized as an effective method in mitigating transgender health disparities. Purpose: This narrative review investigated the methods in which transgender health is taught in undergraduate nursing programs. Suggestions for optimizing transgender health education are presented. Method: This review critically appraised and synthesized 28 articles that met these inclusion criteria: articles in English describing teaching strategies used in transgender health education with samples that include undergraduate nursing students. Results: Didactic lecture is the most widely used method, followed by role-play simulation, use of film and video, guest presentation, and high-fidelity and standardized patient simulation. Conclusion: Lectures remain the dominant method of delivering transgender health content. Improvements in students' knowledge and attitude related to transgender care were noted posteducation.

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Section: Simulationmentioning

confidence: 99%

“…Reading of a single article 32,33 or multiple articles to teach about LGBTQ+ health disparities. Virtual simulation/virtual simulation games 17,26 (n = 2)…”

Section: Simulationmentioning

confidence: 99%

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Methods of Teaching Transgender Health in Undergraduate Nursing Programs

Lim,

Eda

2023

Nurse Educator

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“…Simulation and experiential learning have been identified as teaching strategies for disrupting student bias as well as expanding student comfort with LGBTQ+ patients. [38][39][40][41] Simulation has been an important and effective health science teaching strategy and was a critical means of bridging the lack of on-site clinical experiences for many health science programs during the COVID-19 pandemic. Academic EHRs (aEHRs) are often used in simulation to promote the use of clinical data systems as a part of clinical reasoning, treatment planning, and readiness to use actual EHRs when students enter practice.…”

mentioning

confidence: 99%

“…Integrating LGBTQ+ content and concepts into the health science curriculum and teaching technologies can potentially reverse these trends. Simulation and experiential learning have been identified as teaching strategies for disrupting student bias as well as expanding student comfort with LGBTQ+ patients 38–41 . Simulation has been an important and effective health science teaching strategy and was a critical means of bridging the lack of on-site clinical experiences for many health science programs during the COVID-19 pandemic.…”

mentioning

confidence: 99%

Analysis of Inclusive Gender, Sexuality and Sexual Orientation Data Elements in Academic Electronic Health Records

Byrne,

Borzalski

2023

CIN: Computers, Informatics, Nursing

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Findings from an analysis of three vended academic electronic health records used in health science education are presented in this article. The quality assurance project examined the lexical and semantic fit and content coverage of gender, sexuality, and sexual orientation data elements within the academic electronic health records. A semantic comparative content analysis using a cognitive walkthrough was conducted as a means of comparing the ideal set of gender, sexuality, and sexual orientation data elements with those found in the three vended academic electronic health records. The results indicated a need for alignment to the research literature, expert consensus, and technical standards similar to what is expected for electronic health records used in clinical practice because of a lack of ideal state data elements. The findings align with ongoing issues with bias and disparities seen in the care of the lesbian, gay, bisexual, and transgender population and a lack of diverse, inclusive media and teaching technologies in health science education. The quality project and findings can inform academic electronic health record vendors on how they can create more inclusive systems and bring awareness to healthcare educators about the potential for implicit and explicit bias in their teaching technologies.

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