Abstract
The problem
Significant focus is now placed on promoting diversity and inclusion in healthcare education (1). For transgender people, real or perceived stigma, oppression and discrimination within health care can result in adverse mental health outcomes (2). There is a need for educators and learners
to engage with members of the transgender community to ensure learning experiences are safe, effective, and respectful.
What was done
We developed an innovative learning experience on therapeutic communication with transgender people. We engaged with several transgender actors to develop the simulation scenario and script to ensure it was reflective of their lived experience. The aim of the program was for students to gain empathy for transgender people and to demonstrate respectful language and communication skills. The actors portrayed the role to over 600 pre-registration Diploma and Bachelor and Diploma of Nursing students.
Why is the work important
By equipping our students for appropriate gender- affirming care, it is envisaged that this will have
a positive impact amongst the transgender community in our healthcare system, improving their mental health and quality of life.
Findings
Students explored respectful language and gained a deeper understanding of transgender health issues. They gained an awareness of what transgender people face when navigating the healthcare system, and how they can better support transgender patients.
References
1. Picketts, L., Warren, M. D., & Bohnert, C. (2021). Diversity
and inclusion in simulation: addressing ethical and psychological safety concerns when working with simulated participants. BMJ Simulation & Technology Enhanced Learning, 7(6), 590. 2. Kcomt, Luisa, Kevin M. Gorey, Betty Jo Barrett, and Sean Esteban McCabe. “Healthcare avoidance due to anticipated discrimination among transgender people: a call to create trans- affirmative environments.” SSM-Population Health 11 (2020): 100608.
Significant focus is now placed on promoting diversity and inclusion in healthcare education (1). For transgender people, real or perceived stigma, oppression and discrimination within health care can result in adverse mental health outcomes (2). There is a need for educators and learners
to engage with members of the transgender community to ensure learning experiences are safe, effective, and respectful.
What was done
We developed an innovative learning experience on therapeutic communication with transgender people. We engaged with several transgender actors to develop the simulation scenario and script to ensure it was reflective of their lived experience. The aim of the program was for students to gain empathy for transgender people and to demonstrate respectful language and communication skills. The actors portrayed the role to over 600 pre-registration Diploma and Bachelor and Diploma of Nursing students.
Why is the work important
By equipping our students for appropriate gender- affirming care, it is envisaged that this will have
a positive impact amongst the transgender community in our healthcare system, improving their mental health and quality of life.
Findings
Students explored respectful language and gained a deeper understanding of transgender health issues. They gained an awareness of what transgender people face when navigating the healthcare system, and how they can better support transgender patients.
References
1. Picketts, L., Warren, M. D., & Bohnert, C. (2021). Diversity
and inclusion in simulation: addressing ethical and psychological safety concerns when working with simulated participants. BMJ Simulation & Technology Enhanced Learning, 7(6), 590. 2. Kcomt, Luisa, Kevin M. Gorey, Betty Jo Barrett, and Sean Esteban McCabe. “Healthcare avoidance due to anticipated discrimination among transgender people: a call to create trans- affirmative environments.” SSM-Population Health 11 (2020): 100608.
| Original language | English |
|---|---|
| Pages | 88 |
| Number of pages | 1 |
| Publication status | Published - May 2023 |
| Externally published | Yes |
| Event | International Clinical Skills Conference 2023 - Prato, Tuscany, Italy Duration: 21 May 2023 → 24 May 2023 Conference number: 9th https://internationalclinicalskillsconference.com/uploads/2023%20ABSTRACTS_online.pdf (Abstract book) https://internationalclinicalskillsconference.com/uploads/2023%20PRATO%20PROGRAMME_online.pdf (Program) |
Conference
| Conference | International Clinical Skills Conference 2023 |
|---|---|
| Abbreviated title | Prato 9 |
| Country/Territory | Italy |
| City | Prato, Tuscany |
| Period | 21/05/23 → 24/05/23 |
| Internet address |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
-
SDG 3 Good Health and Well-being
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