Simulation Design: Addressing Care of a Transgender Patient

Díaz, Desiree A.; Maruca, Annette T.; González, Laura M.; Stockmann, Cherrill; Hoyt, Erica; Blackwell, Christopher W.

doi:10.1016/j.ecns.2017.05.006

Cited by 15 publications

(14 citation statements)

References 26 publications

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“…In order to address health disparities and the stigma and discrimination that transgender population experience in health care (Diaz et al, 2017; Gay and Lesbian Medical Association, 2018), the TSPS will continue to incorporate emerging evidence of health care needs and disparities for the LGBT population and transgender individuals in particular. Based on the results, the TSPS design adequately prepared the participants to care of a transgender patient experiencing an oncological emergency.…”

Section: Resultsmentioning

confidence: 99%

“…Cancer care is listed among the research priorities among this population (Healthy People 2020, 2011; Institute of Medicine, 2011); however, understanding of transgender patients’ unique health care needs as well as proper education about cancer care, risk, and appropriate screening is still lacking (Braun et al, 2017; Oller, 2019; Tabaac et al, 2018; Watters, Harsh, & Corbett, 2014). Although there is increasing literature on the lesbian, gay, bisexual, transgender, and queer (LGBTQ) topic integration into nursing education (Carabez, Pellegrini, Mankovitz, Eliason, & Dariotis, 2015; Diaz et al, 2017; Humphrey, 2018; Kellett & Fitton, 2017; Lim, Johnson, & Eliason, 2015; Orgel, 2017; Strong & Folse, 2015), transgender health topics, including cancer care, management, and screening, is minimal and leaves learners unprepared to manage health issues of this population (Braun et al, 2017; Levitt, 2015; MacCarthy, Reisner, Nunn, Perez-Brumer, & Operario, 2015).…”

Section: Introductionmentioning

confidence: 99%

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Transgender Standardized Patient Simulation: Management of an Oncological Emergency

et al. 2019

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Introduction: This article describes the development process of Transgender Standardized Patient Simulation (TSPS) as an innovative cultural competence education and its pilot testing as part of the students’ program of study. The multidimensional education strategy, TSPS, aimed to improve students’ knowledge, skills, attitudes, and confidence in providing culturally sensitive care to a transgender patient experiencing an oncological emergency. Methodology: The design of the TSPS followed the cultural competence and confidence model and international simulation guidelines. Content validity of the TSPS was established. As our usual simulation assessment survey, the adapted simulation effectiveness tool–modified was used to evaluate if the TSPS met with students’ learning need. Results: Participants ( n = 32) strongly agreed that the TSPS met with their learning expectations and needs and improved their ability to provide culturally sensitive care. Discussion: Training and practice in this area is much needed and well-received by nursing students and faculty.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Transgender Standardized Patient Simulation: Management of an Oncological Emergency

et al. 2019

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“…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.…”

Section: Discussionmentioning

confidence: 99%

“…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 .…”

Section: Introductionmentioning

confidence: 99%

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

San

2020

Nurs Forum

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Background Disparities experienced by transgender patients, especially in cancer care, leads to poorer outcomes and overall health. Simulation, using transgender simulated patients (SPs) with a focus on cancer care can be an effective way to foster cultural competence nursing education. Methods Guided by the National League for Nursing (NLN)/Jeffries Simulation Theory and Cultural Competence and Confidence Model, this grant funded pretest (n = 48) and posttest (n = 41) comparison group, quasi‐experimental study aimed to understand changes in students' transcultural self‐efficacy (TSE) following the transgender‐simulated patient simulation (TSPS) focusing on an oncological emergency management. Developed by following recommended guidelines and standards, the TSPS had content validity review and pilot testing. It aimed to improve students' knowledge, skills, and attitudes with regard to providing culturally congruent nursing care. The statistical methods included paired sample t‐tests, independent t‐tests, and correlation analyses. Results Students who participated in the TSPS intervention had significantly higher posttest TSE scores (P < .05). Discussion SP methodology can be an effective way to foster cultural congruence in nursing care. The findings contribute to the importance of continuous efforts for the inclusion of lesbian, gay, bisexual, transgender, queer (LGBTQ) topic in nursing education to enhance culturally congruent care.

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