Creating Interprofessional Best Practices in Education for Care of the Transgender Community using 360-Virtual Reality and Simulation

Transgender individuals face significant health disparities, including barriers to accessing gender-affirming care. Nursing education plays a crucial role in preparing future registered nurses to deliver respectful and competent care to transgender individuals. This educational project aimed to desi...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:Creative nursing Jg. 31; H. 2; S. 161
Hauptverfasser: Almond, Rebekah, Lane, Susan, Bernard, Jean, Wittmann, Lee, Thorp, Heather, Hazelwood, R Jordan, McClain, Maura, Williams, Kelly A, Nunnery, Danielle
Format: Journal Article
Sprache:Englisch
Veröffentlicht: United States 01.05.2025
Schlagworte:
Adult
Curriculum
Education, Nursing, Baccalaureate - methods
Female
Focus Groups
Humans
Interprofessional Relations
Male
Simulation Training
Students, Nursing - psychology
Transgender Persons
Virtual Reality
interprofessional education
patient simulation
Nursing education
Kolb's experiential learning theory
health services for transgender persons
social constructivist lens
ISSN:1946-1895, 1946-1895
Online-Zugang:Weitere Angaben
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
Beschreibung
Zusammenfassung:Transgender individuals face significant health disparities, including barriers to accessing gender-affirming care. Nursing education plays a crucial role in preparing future registered nurses to deliver respectful and competent care to transgender individuals. This educational project aimed to design a series of interprofessional unfolding case study modules via 360-virtual reality and face-to-face simulations within a 4-year pre-licensure nursing curriculum to address the health inequities for the transgender community. Following the simulations, focus groups were used to analyze benefits and challenges as perceived by student learners through a social constructivist lens. Findings supported that the use of a multi-modal simulation approach fostered student learning related to the care of the transgender individual. More education in health-care curricula is needed to enhance inclusivity and skilled provision of care for transgender individuals.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
ISSN:1946-1895
1946-1895
DOI:10.1177/10784535251325602