Using Standardized Patient Simulations in the Nursing Curriculum to Promote Culturally Sensitive LGBTQ+ Care: A Pilot Study

Aim/Objective

This study's aim was to examine the use of simulation technologies in the form of standardized patients to enhance gender affirming assessment skills in a sample of undergraduate nursing students.

Background

Lack of provider knowledge regarding gender affirming care impacts health care for individuals who identify as lesbian, gay, bisexual, transgender, queer, and people with other expansive identities (LGBTQ+).

Design

A pre- and post-survey was used to evaluate a LGBTQ+ competency-based simulation scenario using standardized patients.

Methods

The simulation intervention was incorporated into an undergraduate medical surgical-nursing course with 70 students. Prior to taking part in the simulation experience, students completed an educational module in an open-source learning management system. The educational module compiled by the researcher included a glossary of LGBTQIA+ terms, readings, and Sexual Orientation and Gender Identity videos, a PowerPoint and a script for interviewing. On the day of the simulation students took a pre-simulation survey that was number coded in order to provide an anonymous identifier. After participating in the simulation scenario students used the same number, that coded their pre-simulation survey, to code their post-simulation survey.

Results

Wilcoxon-signed ranks test revealed that there were no significant differences between the pre- and postsurvey as a composite. However, one of the individual questions regarding addressing sexual orientation and another question regarding perceived competence in providing care demonstrated significance and trending toward significance. Also, noteworthy, were the positive student responses regarding the simulation experience.

Conclusion

Finding's from the standardized patient simulation has the potential to inform continual education interventions designed to strengthen competency at all levels of nursing practice in the provision of LGBTQ+ competent and affirming care.