Abstract

Healthcare equality may seem attainable to most people, but the LGBTQ+ community is not among them. The type of care currently being received by the LGBTQ+ community has caused their reluctance to seek care. According to the last census, the LGBTQ+ population is about 12% of the United States population, so a lack of competent and holistic care for this community creates a massive safety concern. This study aimed to investigate the effect of teaching LGBTQ+-centered care to nursing students via simulation studies. A pre-/post-test design was used with a convenience sample of pre-licensure nursing students at a large Southeastern university (n=19). The Gay Affirmative Practice (GAP) scale measured attitudes about LGBTQ+-centered care pre- and post-education. Personal relationships with the LGBTQ+ community were also explored as a potential factor related to comfort with providing care. A significant difference was found for learners' Gay Affirmative Practice (GAP) scores from the pre- to post- simulation event, with post-test scores higher (µ = 135.37, SD 17.08) than baseline (µ = 126.42, SD = 17.59, p = 0.002). No significant association was found for those having a personal relationship and the pre-to post-test score change for the GAP (r=0.383, p = 0.106). This study can help other nursing programs, or other programs for health care professionals in general, build strong curriculums to help create change for this community.

Thesis Completion

2023

Semester

Spring

Thesis Chair/Advisor

Hill, Peggy

Degree

Bachelor of Science in Nursing (B.S.N.)

College

College of Nursing

Department

Nursing

Degree Program

Nursing

Language

English

Access Status

Campus Access

Length of Campus-only Access

1 year

Release Date

5-15-2024

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