Students’ Perceptions Of The Psychological Well-Being Of A Transgender Client Through Simulation

Background: The need to address mental health concerns for transgender clients is imperative. Nursing curricula must prepare students to provide holistic care for individuals within this community. The purpose of this study was to explore undergraduate nursing students’ experiences providing mental health care for a transgender client through simulation. Method: Focus group interviews were conducted with data analyzed using content analysis. Results: The three categories that emerged were limited experience addressing mental health needs, intervening with client anxiety with the subcategories of prioritizing care and collaboration, and therapeutic nurse–client relationship with the subcategory of therapeutic communication. Conclusion: Nursing students must be prepared to provide holistic care for transgender individuals. Simulation allowed students to assess the client and evaluate their therapeutic communication in a safe learning environment. Further understanding of mental health care needs of transgender clients is essential for the promotion of their well-being

The Use And Intended Outcomes Of Presence: A Focus Group Study

PURPOSE: To explore and understand the use and intended outcomes of presence from the perspective of and as experienced by nurses. METHODS: Twenty-seven nurses participated in one of four focus groups. Data were analyzed using Giorgi\u27s phenomenological method. FINDINGS: Four themes emerged: (1) therapeutic communication; (2) nurse well-being; (3) dimensions of presence; and (4) intention to improve client outcomes. CONCLUSIONS: Presence was described as a multidimensional intervention that required therapeutic communication and nurse well-being with the intention of improving client outcomes. Study findings provide evidence of the significance of presence in the face of human interaction that is shifting to virtual, impersonal communication

Using Simulation With Nursing Students To Promote Affirmative Practice Toward The Lesbian, Gay, Bisexual, And Transgender Population: A Multisite Study

AIM The aim of this research was to evaluate the impact of a transgender simulation on nursing students\u27 affirmative practice when caring for a transgender person. BACKGROUND There is a paucity of research that assesses the attitudes of nursing students toward lesbian, gay, bisexual, and transgender (LGBT) persons and a deficit in nursing curricula regarding LGBT content. METHOD A nonexperimental, pretest-posttest design was used to evaluate nursing students\u27 affirmative practice when caring for a transgender patient using the Gay Affirmative Practice Scale. RESULTS A Wilcoxon signed-rank test revealed a statistical significance in Gay Affirmative Practice scores after the simulation with a small effect size. These results suggest that the transgender simulation supported nursing students\u27 attitudes and affirmative practice when providing nursing care to a transgender person. CONCLUSION Experiential learning in nursing education is an effective approach to teach cultural competence and sensitivity in caring for vulnerable populations

Using Simulation To Address Care Of The Transgender Patient In Nursing Curricula

This descriptive study explored the use of simulation as a means to increase cognitive and reflective practice as well as determining if simulation can alter perceptions and attitudes related to the lesbian, gay, bisexual and transgender (LGBT) community. This manuscript describes how student nurses perceive their role when providing care to and, more specifically, the care of transgender patients. The research question asks: How does a transgender simulation impact the attitudes and beliefs of nursing students related to the LGBT community? One-hundred and fifty-nine students, with a subset of 120 students attending a school in central Florida and 50 students attending a Connecticut programme, participated in the completion of the instruments. The Gender Affirmative Practice (GAP) scale was used to evaluate their attitudes and practice concerning LGBT issues. Findings suggest that the majority of the students rarely or never discuss pertinent sexual orientation issues. Students are not comfortable creating a climate that allows for self-identification by gay/ lesbians, despite admitting to being open and accepting the LGBT community with their faculty. Limitations were based on multisite location and the use of the GAP. It is important for nursing students, and healthcare providers, to acknowledge and recognise the unique vulnerabilities of transgender persons who are seeking healthcare. The exposure to transgender individuals in a clinical setting may be limited; therefore, the use of simulation will offer the opportunity to examine their beliefs and reflect on their attitudes towards this population. Simulation incorporating mental health issues is a newer training technique in which psychosocial aspects of healthcare are addressed

Simulation Design: Addressing Care Of A Transgender Patient

This article describes the creation of a simulation of a transgender individual experiencing anxiety using International Nursing Association for Clinical Simulation and Learning Standards of Best Practice: SimulationSM (2016). The aims of the simulation were to (a) identify signs and symptoms of client anxiety, (b) provide safe management of a client experiencing anxiety, and (c) establish culturally sensitive, therapeutic communication skills with a transgender client. Evaluation of the simulation design indicated it prepared participants to identify and address the psychosocial needs of a transgender individual. Whereas participants did not indicate the need to revise the simulation, as the evidence of transgender individual\u27s health care needs and disparities continues to grow, so should the simulation to reflect and incorporate the current evidence