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The impact of staff education and simulation on the knowledge, skills and confidence of perioperative nurses in providing culturally competent care for transgender patients
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Baras, Jackie J.. The impact of staff education and simulation on the knowledge, skills and confidence of perioperative nurses in providing culturally competent care for transgender patients. Retrieved from https://doi.org/doi:10.7282/t3-527f-k775

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TitleThe impact of staff education and simulation on the knowledge, skills and confidence of perioperative nurses in providing culturally competent care for transgender patients
NameBaras, Jackie J. (author); Kwong, Jeffrey (chair); Willard, Suzanne (member); Pagani, Claudia (member); Rutgers University; RBHS School of Nursing
Date Created2022
Other Date2022-10 (degree)
SubjectNursing, Surgery, Gender studies, Cultural competency, Knowledge skills and confidence, Perioperative nurses, Simulation, Transgender individuals
Extent46 pages : illustrations
DescriptionPurpose of the Project: Transgender individuals face many barriers and challenges with regard to healthcare, including lack of health insurance, delaying seeking medical care for fear of discrimination, inaccurate use of names and pronouns, and lack of care coordination. One way to address this barrier is by increasing the ability of healthcare professionals to deliver a culturally competent care that meets the unique health care needs of transgender people.
Methodology: This quality improvement project used didactic training with a case-based simulation to improve the knowledge, skills, and confidence of perioperative nurses in delivering culturally competent care to transgender patients. A modified version of the LGBT Development of Clinical Skills Scale (LGBT DOCSS) was used to measure improvement through a pre-intervention/post-intervention questionnaire.
Results: A total of n = 58 perioperative nurses participated in the training. There was an increase in the total mean scores between the pre-intervention questionnaire (M = 39.38) and post-intervention questionnaire (M = 42.60), p < 0.01. This suggests that participants improved their knowledge, skills, and confidence in providing transgender care.
Implications for Practice: Results demonstrate that a transgender-specific educational training session with an interactive case-based simulation was effective in increasing cultural competency. Further studies should be considered to evaluate retained knowledge, skills, and confidence over time.
NoteD.N.P.
NoteIncludes bibliographical references
Genretheses
Persistent URLhttps://doi.org/doi:10.7282/t3-527f-k775
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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