Abstract
Nationally, nursing education provides extremely limited coverage of LGBTQIA+ topics and as a result, nursing students lack clinical confidence and knowledge to assess and intervene effectively in this marginalized population. Despite national health goals and organizational calls for health equity, transgender persons continue to experience significant healthcare disparities and barriers in accessing quality health care.
The purpose of this project was to determine if the incorporation of a simulation scenario that features the care of transgender patient would have a positive effect on the knowledge, attitudes, and clinical preparedness of practical nursing students.
Sigma Membership
Non-member
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Quantitative Research
Keywords:
LGBTQIA+, Simulation Education, Nursing Education, Practical Nursing
Advisor
C. Andrew Martin
Second Advisor
Cynthia A. Cornelius
Third Advisor
Kim E. Chapman
Degree
DNP
Degree Grantor
Regis College
Degree Year
2022
Recommended Citation
Cartney, Julie, "The effects of simulation on nursing student knowledge, attitudes, and clinical preparedness in the care of transgender clients" (2023). Dissertations. 1346.
https://www.sigmarepository.org/dissertations/1346
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2023-02-17
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 29992599; ProQuest document ID: 2747923941. The author still retains copyright.