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Implementing multi-method transgender education into a baccalaureate nursing program
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Quinlan, Anecia & Carino, Curt. Implementing multi-method transgender education into a baccalaureate nursing program. Retrieved from https://doi.org/doi:10.7282/t3-49d5-sf26

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TitleImplementing multi-method transgender education into a baccalaureate nursing program
NameQuinlan, Anecia (author); Carino, Curt (author); Sweeney, Amy (chair); Carofiglio, Carol (internal member); Morse, Catherine (internal member); Rutgers University; School of Nursing - RBHS
Date Created2021
Other Date2021-05 (degree)
SubjectTransgender, Psychiatric/Mental Health Nurse Practitioner
Extent1 online resource (72 pages)
DescriptionPurpose of Project:
Transgender health is a research priority to address disparities and alarming rates of discrimination, stigmatization, and violence often inflicted by healthcare providers. Research depicts nursing education gaps regarding transgender health. Lack of exposure and learning application perpetuates negative attitudes and incompetence impeding future clinical practice when working with transgender individuals.

Methodology
A multi-method transgender education program was created for junior-level baccalaureate nursing students at RUSON Blackwood Campus. The program utilized a contact education seminar followed by a clinical simulation for knowledge application. The Transgender Attitudes and Beliefs Scale (TABS) assessed the knowledge, attitudes, and comfort levels of nursing students. TABS was completed at three critical points: Pre-intervention, between education methods, and Post-intervention, to assess the effectiveness of each intervention and the overall study.

Results:
This study sought to increase knowledge, change attitudes, and improve comfort levels of junior-level baccalaureate nursing students when caring for transgender clients. Project results revealed a significant increase in knowledge and comfort levels only after completion of both the seminar and simulation. This project aligns with current research supporting multiple education methods to affect change in knowledge and comfort of baccalaureate nursing students. Attitudes toward transgender individuals were consistently positive throughout the project.

Implications on Practice:
Study findings support current research that multi-method education models are needed to promote trans-affirmative practice. This project’s transgender education interventions can be easily adapted into baccalaureate nursing curricula with little to no financial constraints. Also, the primary prevention nature contributes to an innovative approach at systemically reducing poor health outcomes and associated healthcare costs. It is imperative that the future of nursing is exposed to quality education that cultivates equity and inclusion for transgender people.
NoteDNP
NoteIncludes bibliographical references
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/t3-49d5-sf26
LanguageEnglish
CollectionSchool of Nursing (RBHS) DNP Projects
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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