Methods of Teaching Transgender Health in Undergraduate Nursing Programs: A Narrative Review.

BACKGROUND: Transgender populations experience disproportionately higher rates of mental and physical health issues such as suicidality and heart disease than their cisgender counterparts. Education of health professions students and providers is recognized as an effective method in mitigating transgender health disparities. PURPOSE: This narrative review investigated the methods in which transgender health is taught in undergraduate nursing programs. Suggestions for optimizing transgender health education are presented. METHOD: This review critically appraised and synthesized 28 articles that met these inclusion criteria: articles in English describing teaching strategies used in transgender health education with samples that include undergraduate nursing students. RESULTS: Didactic lecture is the most widely used method, followed by role-play simulation, use of film and video, guest presentation, and high-fidelity and standardized patient simulation. CONCLUSION: Lectures remain the dominant method of delivering transgender health content. Improvements in students' knowledge and attitude related to transgender care were noted posteducation.

Inclusion of Disability Content in Simulation: An Evaluation of the Learners' Perspective on the Effectiveness of a Pediatric Tabletop Simulation.

BACKGROUND: Despite recommendations to include disability content in nursing education, nursing students have little exposure to disability education, which would help to develop necessary knowledge, skills, and attitudes in learning to care for patients with disabilities. PURPOSE: This study evaluated learners' perceptions of the effectiveness of a tabletop simulation in meeting their learning needs related to nursing care for children with disabilities and their families. METHODS: The research design was a descriptive educational intervention study. Nursing students (n = 234) enrolled in the pediatric nursing course attended the simulation as a required part of their coursework. RESULTS: The majority of the students found the tabletop simulation with disability content to be an effective educational intervention. CONCLUSIONS: The results obtained from this study indicated that the tabletop simulation was an effective educational strategy for nursing students' learning to provide care for children with disabilities and their families.

Incorporating Rapid Cycle Deliberate Practice Cardiac Arrest Simulation Program Into Nursing Staff Continuing Professional Development.

BACKGROUND: The Rapid Cycle Deliberate Practice (RCDP) is an innovative team-based simulation method that has been shown to be effective particularly in cardiac arrest education. Via a partnership between an educational institution and a hospital, the RCDP cardiac arrest simulation program was developed to improve nurses' cardiac arrest response preparation. METHOD: A pre- and posttest educational intervention study design was used. Participants included staff nurses (n = 89) who underwent a 2-hour RCDP simulation. The adapted version of the Simulation Effectiveness Tool-Modified and a five-question pre- and posttest knowledge survey were used to assess the effectiveness of the intervention. RESULTS: The simulation program increased participants' knowledge of cardiac arrest response (p < .05) and improved their confidence in communication (p = .036) and assessment skills (p = .029). CONCLUSION: The RCDP cardiac arrest simulation is an effective strategy for increasing nurses' confidence and knowledge in cardiopulmonary resuscitation delivery. [J Contin Educ Nurs. 2021;52(6):274-279.].

Evaluation of the Use of Diverse Mental Health Simulation in Nursing Students' Learning Experience: An International Multisite Study.

BACKGROUND: Simulated patients (SPs) in mental health nursing education provide a unique approach to assist student development in complex assessment skills. PURPOSE: The purpose of this international multisite study was to evaluate the use of two diverse mental health SP simulation scenarios on nursing students' satisfaction and self-confidence in learning to care for patients with mental health disorders in the United States (n = 70) and Turkey (n = 90). METHODS: A multisite cross-sectional study design was used. Outcome measures included the Student Satisfaction and Self-confidence in Learning Scale and the adapted Simulation Effectiveness Tool-Modified. Results were analyzed using independent t tests. RESULTS: While students in the United States reported higher perceived self-confidence and satisfaction in learning, both student populations found the intervention effective to their learning (P < .05). CONCLUSION: Using SPs in mental health education allow students to practice their assessment skills learned in classroom and transfer them to the clinical area.

The influence of the oncology-focused transgender-simulated patient simulation on nursing students' cultural competence development.

BACKGROUND: Disparities experienced by transgender patients, especially in cancer care, leads to poorer outcomes and overall health. Simulation, using transgender simulated patients (SPs) with a focus on cancer care can be an effective way to foster cultural competence nursing education. METHODS: Guided by the National League for Nursing (NLN)/Jeffries Simulation Theory and Cultural Competence and Confidence Model, this grant funded pretest (n = 48) and posttest (n = 41) comparison group, quasi-experimental study aimed to understand changes in students' transcultural self-efficacy (TSE) following the transgender-simulated patient simulation (TSPS) focusing on an oncological emergency management. Developed by following recommended guidelines and standards, the TSPS had content validity review and pilot testing. It aimed to improve students' knowledge, skills, and attitudes with regard to providing culturally congruent nursing care. The statistical methods included paired sample t-tests, independent t-tests, and correlation analyses. RESULTS: Students who participated in the TSPS intervention had significantly higher posttest TSE scores (P < .05). DISCUSSION: SP methodology can be an effective way to foster cultural congruence in nursing care. The findings contribute to the importance of continuous efforts for the inclusion of lesbian, gay, bisexual, transgender, queer (LGBTQ) topic in nursing education to enhance culturally congruent care.

Development of the Diverse Standardized Patient Simulation Cultural Competence Education Strategy.

This article describes the development of the diverse standardized patient simulation (DSPS) cultural competence education strategy, which is designed to improve students' knowledge, skills, and attitudes with regard to providing culturally competent care. Development of the DSPS was guided by the Jeffreys' Cultural Competence and Confidence model. As a carefully orchestrated educational intervention utilizing standardized patient pedagogy, the DSPS had content validity review and followed international guidelines and standards for design, implementation, evaluation, and standardized patient training. This strategy was integrated into a nine-credit, 15-week medical-surgical nursing course. A step-by-step description for the development of the DSPS is provided.

Transgender Standardized Patient Simulation: Management of an Oncological Emergency.

Introduction: This article describes the development process of Transgender Standardized Patient Simulation (TSPS) as an innovative cultural competence education and its pilot testing as part of the students' program of study. The multidimensional education strategy, TSPS, aimed to improve students' knowledge, skills, attitudes, and confidence in providing culturally sensitive care to a transgender patient experiencing an oncological emergency. Methodology: The design of the TSPS followed the cultural competence and confidence model and international simulation guidelines. Content validity of the TSPS was established. As our usual simulation assessment survey, the adapted simulation effectiveness tool-modified was used to evaluate if the TSPS met with students' learning need. Results: Participants (n = 32) strongly agreed that the TSPS met with their learning expectations and needs and improved their ability to provide culturally sensitive care. Discussion: Training and practice in this area is much needed and well-received by nursing students and faculty.

Effect of the Diverse Standardized Patient Simulation (DSPS) Cultural Competence Education Strategy on Nursing Students' Transcultural Self-Efficacy Perceptions.

INTRODUCTION: Standardized patient simulation can be an effective strategy to foster cultural competence education. METHODOLOGY: Guided by the Cultural Competence and Confidence Model, this grant-funded, longitudinal, one-group, pretest and posttest study used the Transcultural Self-Efficacy Tool (TSET) to examine the effect of the Diverse Standardized Patient Simulation (DSPS) cultural competence education strategy on students' ( n = 53) transcultural self-efficacy. Developed by following recommended guidelines and standards, the DSPS had content validity review. It aimed to improve students' knowledge, skills, and attitudes with regard to providing culturally competent nursing care. The statistical methods included t-tests, McNemar's test, correlation analyses, and Mann-Whitney U-test. RESULTS: The DSPS influenced statistically significant changes (increase) in students' transcultural self-efficacy perceptions ( p < .05). All students regardless of background benefited from formalized cultural competence education. DISCUSSION: Evidence-based strategies such as the DSPS can offer a valuable guide for educators to foster cultural competence education.

Concept analysis of nurses' happiness.

PURPOSE: The purpose of this analysis is to examine and clarify the concept of nurses' happiness (NH), understand the different uses of the concept, explore the conditions that foster it, and consider the consequences of NH, including the phenomena that emerge as a result of NH occurrence. ORGANIZING FRAMEWORK: The author utilizes Walker and Avant's eight-stage concept analysis. METHODS: Computer and manual searches were conducted of articles in the English language addressing NH from 1990 to present. EBSCO and PubMed are the electronic databases used to access literature for this paper. For both databases, the researcher has examined this new term by splitting the term nurses' happiness into its two root words, namely nurses and happiness. An inductive analysis of articles produced descriptive themes. RESULTS: Definitions of happiness and NH are analyzed. Antecedents, attributes, and consequences of NH are described. Model, borderline, contrary, and related cases for NH are also identified. CONCLUSIONS: This concept analysis helps in the understanding of the definition of NH, the attributes that contribute to the occurrence of NH in clinical practice, as well as the consequences of NH, and how it should be measured from a nursing perspective. Ozkara San.