The Power of a Story: Enhancing Students' Empathy for Transgender Pregnant Men

Gender inclusive and affirming practices across undergraduate nursing curriculum: A scoping review

OBJECTIVES

There are increasing calls for gender affirming care, yet there remains uncertainty as to how nursing education is preparing students. The purpose of this scoping review was to map gender inclusive and affirming practices across the three levels of curriculum (formal, informal, and hidden) in the education of undergraduate nursing students. This novel approach allows consideration of transgender and gender diverse nurses (students and educators).

DESIGN

Scoping review as per Arksey and O'Malley and Levac et al. DATA SOURCES: Four databases (Medline, Embase, CINAHL, and Scopus) were searched for literature that addressed transgender and gender diversity, discussed at any level of curriculum. In addition, we searched key schools of nursing websites for inclusion of gender inclusive and affirming practices in documents and faculty profiles. We limited our search of peer-reviewed articles and websites to those in English, from Canada and the USA.

REVIEW METHODS

The article search and extraction were conducted by two independent reviewers while the school of nursing websites were searched by the lead author.

RESULTS

Forty-seven articles were included and categorized as either (a) Doing (n = 32) (formal, intervention-based) or (b) Thinking (n = 15) (discussion- or evaluation-based) gender inclusive and affirming practices. Twenty-five of the intervention-based articles were single-instance occurrences of learning, primarily by simulation (n = 17). Recommendations at each level of curriculum are offered. Of the 22 schools of nursing websites searched, less than 2 % of faculty profiles list pronouns.

CONCLUSIONS

While there has been an uptake of formal interventions on gender affirming care there remains a gap in addressing gender inclusive and affirming practices at the informal and hidden curriculum levels. Gender inclusive and affirming practices across all levels of nursing education can help advance culturally safe practices for TGD patients and experiences for TGD nurses and students.

Undergraduate Nursing Faculty Knowledge, Beliefs, and Experiences with Teaching LGBTQ+ Content: A Scoping Review

BACKGROUND

Nursing education research about inclusion of lesbian, gay, bisexual, transgender, and queer (LGBTQ+) health content in undergraduate nursing curricula primarily focuses on student learning outcomes. There is less research evidence about the experiences of nursing faculty with teaching LGBTQ+ health topics.

PURPOSE

The purpose of this scoping review was to identify current evidence about pre-licensure, undergraduate nursing faculty knowledge, beliefs, and experiences with teaching LGBTQ+ content.

METHODS

Six EBSCO databases were searched for manuscripts published between 2012 and 2023. Peer-reviewed articles, published in English, describing studies of pre-licensure, undergraduate nursing faculty knowledge, beliefs, and experiences with teaching LGBTQ+ health content were included. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) extension for scoping reviews was used to guide inclusion of studies for review.

RESULTS

The literature search yielded 612 results, of which 58 were selected for full text screening. Twelve total studies were retained for this scoping review.

CONCLUSIONS

Faculty knowledge related to LGBTQ+ health is framed by a "deficit narrative," emphasizing physical and mental health risks and negative outcomes. Faculty beliefs are often measured with instruments that reflect cisnormativity or heteronormativity. There is an ongoing need to research the experiences of inclusion of LGBTQ+ content by pre-licensure, undergraduate nursing faculty.

Generative AI Backstories for Simulation Preparation

BACKGROUND

Developing engaging presimulation learning materials that provide contextualized patient information is needed to best prepare students for nursing simulation. One emerging strategy that can be used by educators to create visual images for storytelling is generative artificial intelligence (AI).

PURPOSE

The purpose of this pilot study was to determine how the use of generative AI-created patient backstories as a presimulation strategy might affect student engagement and learning in nursing simulation.

METHODS

A qualitative cross-sectional survey with content analysis was completed with undergraduate nursing students following an acute care simulation.

RESULTS

Student surveys point to positive pedagogical outcomes of using AI image generation as a strategy to prepare for simulation such as decreased anxiety in simulation, increased preparatory knowledge, and increased emotional connection with the patient's story.

CONCLUSIONS

Images created with generative AI hold promise for future research and transforming nursing education.