Rhonda G Schwindt, Laurie Posey, Qiuping Zhou, Kara Birch
{"title":"Just Another Patient? Student Reflections on Providing Mental Health Care to Transgender and Gender Expansive People During Simulated Encounters.","authors":"Rhonda G Schwindt, Laurie Posey, Qiuping Zhou, Kara Birch","doi":"10.1097/01.NEP.0000000000001216","DOIUrl":null,"url":null,"abstract":"<p><strong>Aim: </strong>This study analyzed psychiatric-mental health nurse practitioner (PMHNP) students' reflections following a virtual simulated encounter with a patient who identified as transgender or gender expansive (TGE).</p><p><strong>Background: </strong>To reduce mental health disparities, PMHNP students must be prepared to deliver affirming care. Engaging in and reflecting on simulated encounters with standardized patients can improve PMHNP students' affirming care competency.</p><p><strong>Method: </strong>A thematic analysis process was used to analyze student reflections during simulation debriefings.</p><p><strong>Results: </strong>Five themes emerged: application of affirming care principles, recognizing minority stressors, treating all patients the same, desire to learn more, and valuing authentic practice.</p><p><strong>Conclusion: </strong>PMHNP students' reflections on the experience of providing care to a standardized patient who identified as TGE support the use of virtual simulations to prepare future providers to deliver affirming, person-centered care.</p>","PeriodicalId":47651,"journal":{"name":"Nursing Education Perspectives","volume":" ","pages":"139-144"},"PeriodicalIF":1.4000,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Nursing Education Perspectives","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1097/01.NEP.0000000000001216","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2023/12/14 0:00:00","PubModel":"Epub","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Aim: This study analyzed psychiatric-mental health nurse practitioner (PMHNP) students' reflections following a virtual simulated encounter with a patient who identified as transgender or gender expansive (TGE).
Background: To reduce mental health disparities, PMHNP students must be prepared to deliver affirming care. Engaging in and reflecting on simulated encounters with standardized patients can improve PMHNP students' affirming care competency.
Method: A thematic analysis process was used to analyze student reflections during simulation debriefings.
Results: Five themes emerged: application of affirming care principles, recognizing minority stressors, treating all patients the same, desire to learn more, and valuing authentic practice.
Conclusion: PMHNP students' reflections on the experience of providing care to a standardized patient who identified as TGE support the use of virtual simulations to prepare future providers to deliver affirming, person-centered care.
期刊介绍：
A publication of the National League for Nursing, Nursing Education Perspectives is a peer-reviewed, bimonthly journal that provides evidence for best practices in nursing education. Through the publication of rigorously designed studies, the journal contributes to the advancement of the science of nursing education. It serves as a forum for research and innovation regarding teaching and learning, curricula, technology, and other issues important to nursing education. Today, as nurse educators strive to advance research in nursing education and break away from established patterns and chart new pathways in nursing education, Nursing Education Perspectives is a vital resource. Nursing Education Perspectives is housed in the NLN Chamberlain College of Nursing for the Advancement of the Science of Nursing Education.
京公网安备 11010802042870号
京ICP备2023020795号-1
分享
求助内容：
应助结果提醒方式：
扫码关注我们
