Transgender and gender diverse health education for future nurses: Students' knowledge and attitudes.
Curriculum
Efficacy
Gender minority
Intervention
LGBT
Journal
Nurse education today
ISSN: 1532-2793
Titre abrégé: Nurse Educ Today
Pays: Scotland
ID NLM: 8511379
Informations de publication
Date de publication:
Feb 2021
Feb 2021
Historique:
received:
21
07
2020
revised:
12
11
2020
accepted:
23
11
2020
pubmed:
7
12
2020
medline:
22
6
2021
entrez:
6
12
2020
Statut:
ppublish
Résumé
Compared to cisgender peers, transgender and gender diverse (TGD) people experience significant health disparities associated with discrimination and limited access to appropriate care in healthcare settings. Nurses represent the largest segment of the United States (US) healthcare workforce; however, US nursing programs only dedicate approximately 2.12 h to Lesbian, Gay, Bisexual, and TGD (LGBT)-related content. To fill the gap in TGD-related nursing education, the Transgender Curriculum Integration Project (TCIP) developed and integrated an evidence-based curriculum specific to TGD health into the pre-licensure accelerated Bachelor's in Nursing Science (BSN) program at Johns Hopkins School of Nursing. The purpose of this study was to assess the preliminary efficacy and feasibility (i.e., attrition, engagement, acceptability) of the TCIP in improving the TGD-related health knowledge and attitudes among a sample of pre-licensure nursing students. TCIP utilized a self-administered online survey to assess students' knowledge and attitudes about TGD health prior to (time point 1) and following (time points 2 and 3) the integration of TGD-specific content into five nursing pre-licensure courses. Rank-based nonparametric testing using Kruskal-Wallis H and Mann-Whitney U were conducted to determine if there were statistically significant differences in responses between the three time points. Thematic content analysis was used to determine themes present among short answers. Findings indicate TGD-specific content improved student's gender sensitivity overtime, with improvements in self-reported skills in providing care for TGD people and knowledge of additional TGD-specific resources. However, gender sensitivity remains low among student's and students requested more TGD content suggesting room for further improvement. Findings support the efficacy of TCIP and highlight complexities of curricular change that can guide future curricular integration and evaluation in nursing programs nation-wide.
Sections du résumé
BACKGROUND
BACKGROUND
Compared to cisgender peers, transgender and gender diverse (TGD) people experience significant health disparities associated with discrimination and limited access to appropriate care in healthcare settings. Nurses represent the largest segment of the United States (US) healthcare workforce; however, US nursing programs only dedicate approximately 2.12 h to Lesbian, Gay, Bisexual, and TGD (LGBT)-related content.
OBJECTIVES/DESIGN/SETTING/PARTICIPANTS
UNASSIGNED
To fill the gap in TGD-related nursing education, the Transgender Curriculum Integration Project (TCIP) developed and integrated an evidence-based curriculum specific to TGD health into the pre-licensure accelerated Bachelor's in Nursing Science (BSN) program at Johns Hopkins School of Nursing. The purpose of this study was to assess the preliminary efficacy and feasibility (i.e., attrition, engagement, acceptability) of the TCIP in improving the TGD-related health knowledge and attitudes among a sample of pre-licensure nursing students.
METHODS
METHODS
TCIP utilized a self-administered online survey to assess students' knowledge and attitudes about TGD health prior to (time point 1) and following (time points 2 and 3) the integration of TGD-specific content into five nursing pre-licensure courses. Rank-based nonparametric testing using Kruskal-Wallis H and Mann-Whitney U were conducted to determine if there were statistically significant differences in responses between the three time points. Thematic content analysis was used to determine themes present among short answers.
RESULTS
RESULTS
Findings indicate TGD-specific content improved student's gender sensitivity overtime, with improvements in self-reported skills in providing care for TGD people and knowledge of additional TGD-specific resources. However, gender sensitivity remains low among student's and students requested more TGD content suggesting room for further improvement.
CONCLUSIONS
CONCLUSIONS
Findings support the efficacy of TCIP and highlight complexities of curricular change that can guide future curricular integration and evaluation in nursing programs nation-wide.
Identifiants
pubmed: 33279814
pii: S0260-6917(20)31540-9
doi: 10.1016/j.nedt.2020.104690
pmc: PMC8049084
mid: NIHMS1689348
pii:
doi:
Types de publication
Journal Article
Langues
eng
Pagination
104690Subventions
Organisme : NINR NIH HHS
ID : T32 NR012715
Pays : United States
Informations de copyright
Copyright © 2020 The Authors. Published by Elsevier Ltd.. All rights reserved.
Références
J Lesbian Stud. 2012;16(4):416-34
pubmed: 22978283
Teach Learn Med. 2008 Jul-Sep;20(3):248-53
pubmed: 18615300
Cureus. 2017 Apr 20;9(4):e1184
pubmed: 28638747
Drug Alcohol Depend. 2018 May 1;186:138-146
pubmed: 29571076
Nurse Educ Today. 2021 Feb;97:104698
pubmed: 33341526
Soc Sci Med. 2015 Dec;147:222-31
pubmed: 26599625
J Nurs Educ. 2016 Aug 1;55(8):476-9
pubmed: 27459437
LGBT Health. 2020 Jan;7(1):1-14
pubmed: 31794289
ANS Adv Nurs Sci. 2019 Apr/Jun;42(2):123-138
pubmed: 30839332
Med Care. 2016 Nov;54(11):1010-1016
pubmed: 27314263
J Abnorm Psychol. 2017 Jan;126(1):125-136
pubmed: 27831708
J Prof Nurs. 2020 Jan - Feb;36(1):28-33
pubmed: 32044049
Am J Public Health. 2016 Mar;106(3):534-40
pubmed: 26794162
J Homosex. 1980 Summer;5(4):357-72
pubmed: 7204951
J Nurs Educ. 2015 Jan;54(1):45-9
pubmed: 25535762
Nurs Educ Perspect. 2016 May-Jun;37(3):144-52
pubmed: 27405195
Clin Psychol Rev. 2018 Dec;66:24-38
pubmed: 29627104
BMC Med Educ. 2019 Aug 30;19(1):325
pubmed: 31470837
LGBT Health. 2020 Oct;7(7):358-366
pubmed: 32833596
MMWR Recomm Rep. 1999 Sep 17;48(RR-11):1-40
pubmed: 10499397
Lancet Infect Dis. 2013 Mar;13(3):214-22
pubmed: 23260128
J Nurs Educ. 2017 Dec 1;56(12):741-744
pubmed: 29206265
Soc Sci Med. 2013 May;84:22-9
pubmed: 23517700
Eur Eat Disord Rev. 2015 Jul;23(4):287-93
pubmed: 25944170
Milbank Q. 2015 Sep;93(3):484-515
pubmed: 26219197
J Nurs Educ. 2017 Nov 1;56(11):660-669
pubmed: 29091235