Abstract
BackgroundLGTBQ2+ individuals face notable health disparities. Nurses are essential to improving care for this vulnerable population by providing inclusive, non-judgmental, gender-affirming care. This article proposes a teaching methodology using a combination of didactic content and serious gaming vignettes to promote gender-affirming care. Sample84 senior undergraduate Bachelor of Science in Nursing students. MethodThe 110-minute session included prebrief preparation activities, followed by a didactic presentation, facilitated gaming vignettes, and a debriefing session. Students completed an anonymous pre- and post-survey. Qualitative survey data was analyzed by MAXQDA. ResultsAbout a third of the students stated that the school did not create a safe and inclusive learning environment. The most prevalent “takeaway” terms were pronoun and name use, health care, respect, visual, and gender bear. ConclusionFindings from this teaching intervention suggest that multiple approaches, experiential, and repeated practice opportunities in a safe environment are fundamental to learning key concepts (e.g., Gender Bear) of gender-affirming care.
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