Korean J Women Health Nurs.  2019 Dec;25(4):379-391. 10.4069/kjwhn.2019.25.4.379.

Effects of LGBT Nursing Education Using Simulation

• Kang SJ
• Min HY

• KMID: 2465980
• DOI: http://doi.org/10.4069/kjwhn.2019.25.4.379

Abstract

PURPOSE
As health care needs for Lesbian, Gay, Bisexual and Transgender (LGBT) are becoming increasingly important, it has become imperative for the nurses to be attentive towards their health problems and provide nursing care with an open-minded attitude. Due to limited opportunity to provide direct nursing care to LGBT patients, it is hypothesized that simulation would provide good opportunity for students to experience LGBT nursing care in a safe environment. This study was conducted to develop and apply simulation of LGBT nursing care to ultimately provide unbiased nursing care for LGBT population and prepare basic data for LGBT nursing education.
METHODS
This study was a single-group pre-post experimental design study for 57 senior nursing students based on the comparison of existing LGBT knowledge, general attitude towards LGBT, and nursing attitude towards LGBT before and after simulation. The scenario content included discussion of coming out issue, providing sexual health information, and supportive nursing care for LGBT population. Data were analyzed with descriptive statistics and Wilcoxon signed rank.
RESULTS
Simulation education-led to a significant increase in LGBT knowledge and nursing attitude. However, there was no change in the general attitude towards LGBT.
CONCLUSION
The results of this study suggest that LGBT education using simulation may be effective for nursing students and nurses from the point of concern for LGBT population. It is hypothesized that future LGBT educational programs might need more detailed information from both care recipients and nurses. Finally, LGBT education needs to be included in the nursing education curriculum.

Keyword

Sexual and gender minorities; Nursing education; Knowledge; Attitude

MeSH Terms

Bisexuality
Curriculum
Delivery of Health Care
Education
Education, Nursing*
Female
Homosexuality
Homosexuality, Female
Humans
Nursing Care
Nursing*
Reproductive Health
Research Design
Students, Nursing
Transgender Persons

Figure

• 

  Figure 1. Development process of LGBT nursing education program. LGBT=Lesbian, Gay, Bisexual and Transgender.

Reference

1.Institute of Medicine (US) Committee on Lesbian, Gay, Bisexual, and Transgender Health Issues and Research Gaps and Opportunities. The health of Lesbian, Gay, Bisexual, and Transgender people: building a foundation for better understanding. Washington, D.C.: National Academies Press (US);2011.

2.Kates J., Ranji U., Beamesderfer A., Salganicoff A., Dawson L. Health and access to care and coverage for Lesbian, Gay, Bisexual and Transgender (LGBT) individuals in the U.S. Menlo Park: Kaiser Family Foundation;2015.

3.Shin KH., Kang MO. Teaching sexual orientation awareness to prospective teachers. Teacher Education Research. 2014. 53(4):723–739. CROSSREF.

4.Radix A., Maingi S. LGBT cultural competence and interventions to help oncology nurses and other health care providers. Seminars in Oncology Nursing. 2018. 34(1):80–89.

5.Eliason MJ., Dibble SL., Robertson PA. Lesbian, Gay, Bisexual, and Transgender (LGBT) physicians' experiences in the workplace. Journal of Homosexuality. 2011. 58(10):1355–1371.

6.Yi HR., Lee HM., Yoon JW., Park JY., Kim SS. Transgender people's access to health care in Korea. Health and Social Welfare Review. 2015. 35(4):64–94. CROSSREF.

7.Carabez R., Pellegrini M., Mankovitz A., Eliason MJ., Dariotis WM. Nursing students' perceptions of their knowledge of Lesbian, Gay, Bisexual, and Transgender issues: effectiveness of a multi-purpose assignment in a public health nursing class. Journal of Nursing Education. 2015. 54(1):50–53.

8.Maruca AT., Diaz DA., Stockmann C., Gonzalez L. Using simulation with nursing students to promote affirmative practice toward the Lesbian, Gay, Bisexual, and Transgender population: a multisite study. Nursing Education Perspectives. 2018. 39(4):225–229.

9.Strong KL., Folse VN. Assessing undergraduate nursing students' knowledge, attitudes, and cultural competence in caring for Lesbian, Gay, Bisexual, and Transgender patients. Journal of Nursing Education. 2015. 54(1):45–49.

10.Chapman RT., Watkins R., Zappia T., Nicol P., Shields L. Nursing and medical students' attitude, knowledge and beliefs regarding Lesbian, Gay, Bisexual and Transgender parents seeking healthcare for their children. Journal of Clinical Nursing. 2012. 21(7-8):938–945.

11.Judith B., Cornelius J., Whitaker-Brown CA. A brief learning experience designed to increase nursing students' knowledge of and attitudes toward LGBT health care. GSTF Journal of Nursing and Health Care. 2015. 2(1):1–4. CROSSREF.

12.Leyva VL., Breshears EM., Ringstad R. Assessing the efficacy of LGBT cultural competency training for aging services providers in California's central valley. Journal of Gerontological Social Work. 2014. 57(2-4):335–348.

13.Bristol S., Kostelec T., MacDonald R. Improving emergency health care workers' knowledge, competency, and attitudes toward Lesbian, Gay, Bisexual, and Transgender patients through interdisciplinary cultural competency training. Journal of Emergency Nursing. 2018. 44(6):632–639.

14.Hickerson K., Hawkins LA., Hoyt-Brennan AM. Sexual orientation/gender identity cultural competence: a simulation pilot study. Clinical Simulation in Nursing. 2018. 16:2–5. CROSSREF.

15.Maran NJ., Glavin RJ. Low- to high-fidelity simulation - a continuum of medical education? Medical Education. 2003. 37(Suppl 1):22-28.

16.Faul F., Erdfelder E., Lang AG., Buchner A. G*Power 3: a flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods. 2007. 39(2):175–191.

17.Lee MR., Kwag YK. The attitudes toward mental illness in nursing students after clinical practice of psychiatric nursing. Asia-Pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology. 2018. 8(8):517–525.

18.Borg Sapiano A., Sammut R., Trapani J. The effectiveness of virtual simulation in improving student nurses' knowledge and performance during patient deterioration: a pre and post test design. Nurse Education Today. 2018. 62:128–133.

19.Harris MB. Ethnicity, gender, and evaluations of aggression. Aggressive Behavior. 1995. 21(5):343–357. CROSSREF.

20.Herek GM. Heterosexuals' attitudes toward lesbians and gay men: correlates and gender differences. Journal of Sex Research. 1988. 25(4):451–477. CROSSREF.

21.Yoon LY., Yoo MH., Ryu JH., Park SW. Explicit and implicit attitudes toward Homosexuals. Korean Journal of Culture and Social Issues. 2016. 22(3):343–362. CROSSREF.

22.Keller JM. Development and use of the ARCS model of instructional design. Journal of Instructional Development. 1987. 10(2):2–10. CROSSREF.

23.Jung HS. Effects of self-directedness, task value, and learning types on learner satisfaction and achievement [master's thesis]. Seoul: Ewha Womans University;2005. p. 99.

24.Na TY., Kim J., Ryu M., Lee SH., Chang SY., Jeong HH, et al. Key results of the South Korean LGBTI community social needs assessment survey. Seoul: Korean Gay Men's Human Rights Group Chingusai;2014.

25.Healthy People. Lesbian, Gay, Bisexual, and Transgender health [Internet]. Washington, D.C.: U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion;2019. [cited 2019 Sep 5]. Available from:. https://www.healthypeople.gov/2020/topics-objectives/topic/lesbian-gay-bisexual-and-transgender-health.

26.Turner S., Harder N. Psychological safe environment: a concept analysis. Clinical Simulation in Nursing. 2018. 1:47–55. CROSSREF.

27.Sundler AJ., Pettersson A., Berglund M. Undergraduate nursing students' experiences when examining nursing skills in clinical simulation laboratories with high-fidelity patient simulators: a phenomenological research study. Nurse Education Today. 2015. 35(12):1257–1261.

28.Jeffries PR. A framework for designing, implementing, and evaluating simulations used as teaching strategies in nursing. Nursing Education Perspectives. 2005. 26(2):96–103. PUBMED.

29.Hofmann B. Why simulation can be efficient: on the preconditions of efficient learning in complex technology based practices. BMC Med Education. 2009. 9:48.