Publication:
Enhancing Transgender Informed Healthcare for Nursing Students: An Educational Intervention

dc.contributor.advisorKaren Kalmakis
dc.contributor.advisorDr. Raeann LeBlanc
dc.contributor.authorBass, Olivia
dc.contributor.departmentUniversity of Massachusetts Amherst
dc.contributor.departmentDoctor of Nursing Practice
dc.contributor.departmentFamily Nurse Practioner
dc.date2024-01-22T14:16:22.000
dc.date.accessioned2024-04-26T19:36:19Z
dc.date.available2024-04-26T19:36:19Z
dc.date.issued2023-01-01
dc.date.submittedMay
dc.description.abstractBackground: Limited teaching of transgender related healthcare competencies is seen in baccalaureate nursing curriculum, resulting in inadequate preparation of healthcare providers to care for this population of patients. This discord can prevent transgender patients from seeking healthcare and affect access to needed services. Purpose: The purpose of this DNP project was to educate accelerated Bachelor of Science in Nursing students at an institute of higher education on providing culturally responsive healthcare for transgender patients. Methods: An in-person educational intervention focused on improving clinical and cultural knowledge for transgender patients was implemented and evaluated. A pre-intervention survey and post-intervention survey were utilized to assess the level of knowledge, attitudes, and skills of students prior to the intervention and immediately after the intervention using the Sexual Orientation Counselor Competency Scale (SOCCS). Results: Overall SOCCS scores (paired t(40)= -5.508, p <.001), and the scores for the sub-domains of skills (paired t (40 = -5.817, p <.001) and knowledge (paired t(40) = -2.51, p = 0.016), significantly increased from the pre-survey to the post-survey while the means for the sub-domain of attitudinal awareness did increase, but this increase was not statistically significant (paired t(40) = -.601, p = .551). Conclusion: The statistically significant improvement of overall SOCCS scores, as well as the sub-domains of skills and knowledge indicate that education is a key component in creating inclusive healthcare environments and preparing future healthcare professionals to provide culturally appropriate care to the transgender patient population. Keywords: Transgender healthcare, nursing students, education, nursing
dc.identifier.doihttps://doi.org/10.7275/35001558
dc.identifier.urihttps://hdl.handle.net/20.500.14394/38045
dc.relation.urlhttps://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1346&amp;context=nursing_dnp_capstone&amp;unstamped=1
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/
dc.source.statuspublished
dc.subjectTransgender healthcare
dc.subjectnursing students
dc.subjecteducation
dc.subjectnursing
dc.subjectNursing
dc.titleEnhancing Transgender Informed Healthcare for Nursing Students: An Educational Intervention
dc.typeopen
dc.typearticle
digcom.contributor.authorisAuthorOfPublication|email:obass@umass.edu|institution:University of Massachusetts Amherst|Bass, Olivia
digcom.identifiernursing_dnp_capstone/328
digcom.identifier.contextkey35001558
digcom.identifier.submissionpathnursing_dnp_capstone/328
dspace.entity.typePublication
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