Enhancing Competence in Transgender and Gender-Diverse Health Through Interprofessional Simulation

• Published in: Journal for nurse practitioners Vol. 20; no. 10; p. 105198
• Main Authors: Roesch, Amanda, Quattrini, Veronica, Retener, Norman
• Format: Journal Article
• Language: English
• Published: Philadelphia Elsevier Inc 01.11.2024; Elsevier Limited
• Subjects: Collaboration; College campuses; Competence; Curricula; doctor of nursing practice students; Feedback; Gender; Gender identity; Graduate studies; Health care; Human subjects; Interagency collaboration; Interdisciplinary aspects; Interdisciplinary education; Interprofessional education; LGBTQ people; Likert scale; Medical personnel; Medical students; Non-binary gender; Nursing; Nursing care; Nursing education; Perioperative care; Physicians; Professional practice; Professionals; Response rates; Review boards; Simulation; Small groups; Standardized patients; Stimulation; Surgeons; Surgery; transgender and gender-diverse health; Transgender persons; United States > US; Baltimore Maryland; interprofessional education; transgender and gender-diverse health; standardized patients; medical students; doctor of nursing practice students; simulation
• ISSN: 1555-4155; 1878-058X
• DOI: 10.1016/j.nurpra.2024.105198

Lack of health care provider knowledge on transgender and gender-diverse (TGD) health is a significant barrier to accessing competent care. To address this, we developed and implemented an interprofessional education project using simulation to enhance the competence of doctor of nursing practice and medical students in caring for TGD individuals. A preoperative case was developed for a nonbinary patient requiring knee surgery. TGD-identified standardized patients were recruited and trained. In small groups of 2 to 3 students and 1 faculty, students conducted a history and provided anticipatory guidance for surgery, followed by debrief sessions with standardized patients and faculty. Across 3 semesters, 181 doctor of nursing practice students and 12 medical students participated in the project. Significant improvements occurred in students' comfort and skills after the stimulation, although attitudes remained unchanged. The project’s success in fostering a culture of inclusivity and advancing interprofessional collaboration can serve as a model for other institutions seeking to equip future health care professionals with the necessary tools to provide affirming and competent care to TGD individuals. •Lack of provider knowledge on transgender and gender-diverse (TGD) health is a major barrier to accessing competent care.•Health care provider students report low levels of knowledge and skills in caring for the TGD population with limited opportunities to apply theoretical knowledge into practice.•An interprofessional education project using standardized patients was developed to enhance the competence of doctor of nursing practice and medical students in caring for TGD individuals.•Over 3 semesters, 181 doctor of nursing practice students and 12 medical students participated in the project, with surveys demonstrating significant improvements in comfort and skills in caring for TGD individuals.•This project is a model for other institutions aiming to equip health care professionals with the skills needed to provide affirming and competent care to TGD individuals.