She came to me for care, why would I say no? Survey results of advanced practice nurses caring for transgender and gender diverse patients

Abstract

Background: Literature has recognized deficient knowledge of transgender or gender diverse (TGD) patient needs that can negatively affect health care. Prior research on education has shown little progress responsive to TGD health care needs from nursing. Findings from this demonstrate some improvement, however slight. This study examined the education of family nurse practitioners (FNPs) providing care to TGD patients. Purpose:The purposes of this study were to describe the relationship between location of practice and TGD patient care and to identify emerging themes related to the care of TGD individuals.Methods: Surveys were sent to 3,500 FNPs. Surveys were completed by 356.Results: No significant results were found between location of practice and TGD patient care or between location of education and TGD curricular inclusion. Statistical significance was found between inclusion of TGD content and participants' year of graduation. Those graduating in or after 2011 were more likely to report receiving content. Themes emerged in four areas related to practice area, role, location, and education. This study highlights inadequacy of curricular inclusion of TGD health needs. Findings underscored ways FNPs sourced best practices to provide health care to TGD people.Implications for Clinical Practice: These findings provide additional support for the need to educate FNPs to reduce barriers for TGD persons in accessing affirming health care.

Measuring the longitudinal impact of a transgender and gender diverse curriculum on nurse practitioner students' and nurse practitioners' cultural competence, knowledge, skills, and attitudes

“…Integrating the knowledge learned into the clinical setting, and continuing to practice health history-taking skills, likely benefitted the clinical skill development. Klotzbaugh et al (2022) found that most NPs working with TGD patients have learned best practices through continuing education opportunities, and NPs graduating after 2011 are more likely to have received TGD health content in their advanced practice curriculum as compared with NPs who graduated before 2011. This demonstrates a large learning gap among NPs because those who are considered most experienced in the field may lack this area of training.…”

“…As a result, new graduates are ill-equipped in providing GAC. Klotzbaugh et al (2022) surveyed a group of 356 NPs who provide GAC to TGD patients and found that 26.1% of participants received prior education regarding health care needs specific to TGD patients, whereas 25.8% learned physical assessment considerations specific to TGD patients and 6.5% received education specific to providing gender-affirming hormone therapy. For NPs providing GAC to patients, the majority have taught themselves through continuing education on this content because it is not often included in advanced practice NP programs (Klotzbaugh et al, 2022).…”

Just Another Patient? Student Reflections on Providing Mental Health Care to Transgender and Gender Expansive People During Simulated Encounters

“…Research examining health care providers’ educational preparation to care for TGE patients has revealed significant gaps. Surveys of family nurse practitioners (NPs; n = 356) and mental health providers ( n = 281) showed that less than 30 percent of respondents in both groups (20%–25% and 26%, respectively) had been offered training about the health needs of TGE people prior to entry into practice (Klotzbaugh et al, 2022; Stryker et al, 2022). Similarly, in a cross-sectional descriptive study of pediatric NPs ( n = 93), the majority believed they had not been adequately prepared to care for TGE youth during their advanced practice education and had to rely on continuing education training to improve their knowledge and confidence (Collins, 2021).…”