Presenter Information

Israel FerandosFollow

Start Date

23-8-2019 9:00 AM

End Date

23-8-2019 11:00 AM

Description

Background: Within the lesbian, gay, bisexual, and transgender (LGBT) group, transgender individuals are the most vulnerable, discriminated against, and underserved individuals. The unique and complex health needs of transgender individuals are pressing concerns in the healthcare field. Currently, there is a dearth in nursing curriculum regarding basic care towards transgender patients resulting to nursing students having poor knowledge and unprepared to take care for transgender patients. Method: Integrative literature review using five peer-reviewed articles. Results: Studies emphasized that nursing students have limited knowledge on LGBT issues, particularly transgender health. Topics taught about transgender health involve clinical care for gender-reassignment, psychosocial support techniques to transgender patients, gender-affirming language and best practices, preventive health, prenatal care, and hormone use. Simulations using a manikin were reported to be beneficial in teaching students to address the psychosocial well-being of a transgender patient. Conclusion: A multi-dimensional approach was implored to equip Master’s Entry in Nursing Practice (MENP) students with empathy and cultural competence in providing quality care to transgender patients. The collaboration of faculty, nursing students, community leaders, and organizations was vital in creating a sustainable transgender nursing curriculum. In order to prepare nursing students to become culturally competent in the dynamic field of nursing, DePaul University’s School of Nursing must integrate gender expansive curriculum into its MENP program.

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Aug 23rd, 9:00 AM Aug 23rd, 11:00 AM

Advancing Transgender Health Care Curriculum into DePaul University's School of Nursing: An Integrative Literature Review

Background: Within the lesbian, gay, bisexual, and transgender (LGBT) group, transgender individuals are the most vulnerable, discriminated against, and underserved individuals. The unique and complex health needs of transgender individuals are pressing concerns in the healthcare field. Currently, there is a dearth in nursing curriculum regarding basic care towards transgender patients resulting to nursing students having poor knowledge and unprepared to take care for transgender patients. Method: Integrative literature review using five peer-reviewed articles. Results: Studies emphasized that nursing students have limited knowledge on LGBT issues, particularly transgender health. Topics taught about transgender health involve clinical care for gender-reassignment, psychosocial support techniques to transgender patients, gender-affirming language and best practices, preventive health, prenatal care, and hormone use. Simulations using a manikin were reported to be beneficial in teaching students to address the psychosocial well-being of a transgender patient. Conclusion: A multi-dimensional approach was implored to equip Master’s Entry in Nursing Practice (MENP) students with empathy and cultural competence in providing quality care to transgender patients. The collaboration of faculty, nursing students, community leaders, and organizations was vital in creating a sustainable transgender nursing curriculum. In order to prepare nursing students to become culturally competent in the dynamic field of nursing, DePaul University’s School of Nursing must integrate gender expansive curriculum into its MENP program.