Abstract
Current literature demonstrates that a lack of education in nursing programs regarding culturally-competent care for lesbian, gay, bisexual, transgender, queer, and other sexual identities outside of the heterosexual norm (LGBTQ+), results in health disparities. A simulation experience using a narrative script and a high-fidelity manikin was incorporated into an undergraduate nursing course (N = 91). A simulation scenario designed to facilitate the delivery of healthcare to a transgender identifying patient was piloted within the undergraduate curriculum. A pre-simulation and post-simulation survey served as the evaluation for this pilot program. Paired sample t-tests compared participants’ (n = 77) attitudes, beliefs, comfort, and competency regarding providing care for LGBTQ+ individuals. There was a significant difference in pre- and post-simulation scores. Results demonstrate that simulation can be an effective educational intervention for promoting knowledge related to culturally-sensitive LGBTQ+ healthcare.
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