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.
| Identifer | oai:union.ndltd.org:ucf.edu/oai:stars.library.ucf.edu:honorstheses-2603 |
| Date | 01 January 2023 |
| Creators | Patel, Birwa R |
| Publisher | STARS |
| Source Sets | University of Central Florida |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Honors Undergraduate Theses |
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