Student Perceptions of a Novel Learning Method to Improve Lesbian, Gay, Bisexual, Transgender, and Queer/Questioning Knowledge, Skills, and Attitudes

Background:The lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) community faces significant health disparities and challenges when seeking care compared to heterosexual, cisgender populations. Education about LGBTQ health for health care professions students is lacking and there is no standardized curriculum. Method:Nurses enrolled in a nurse practitioner (NP) program attended an educational session about LGBTQ health involving a presentation, partner role play, and manikin simulation. Pre-and post intervention scores for knowledge, skills, and attitudinal awareness were measured. Results:There was significant improvement in scores for total competency, knowledge, and skills in caring for the LGBTQ population. A majority of participants reported an intention to make a change to their future NP practice as a result of the intervention. Conclusions:A brief, low-cost educational session can be an effective way to improve the knowledge and skills of healthcare providers when caring for LGBTQ patients. Cite this article:Mitchell, S., Good, B., Potetz, J. & Kirby, K. (2023, September). Student Perceptions of a Novel Learning Method to Improve Lesbian, Gay, Bisexual, Transgender, and Queer/Questioning Knowledge, Skills, and Attitudes. Clinical Simulation in Nursing , 82, 101425. https://doi.org/10.1016/j.ecns.2023.05.004 . & COPY; 2023 International Nursing Association for Clinical Simulation and Learning. Published by Elsevier Inc. All rights reserved.