Implementing an LGBTQ+ interprofessional simulation with undergraduate nursing students.

Abstract

Introduction: Providing culturally competent care to members of the LGBTQ+ community is an essential role for nursing professionals. However, many healthcare professionals lack the knowledge and skills necessary for creating a therapeutic healthcare encounter with individuals from the LGBTQ+ community.

Literature review: Individuals from the LGBTQ+ population continue to report experiencing either real or perceived discrimination, oppression, and stigmatization when accessing the healthcare system. Health professionals report a lack of training where LGBTQ+ individuals are concerned.

Purpose of the project: The purpose of this project was to (1) pilot one of the ACE+ scenarios and provide feedback to the NLN and (2) expand on the LGBTQ+ educational content in the curriculum.

Discussion: Simulation-based learning activities are valuable and effective pedagogical tools for integrating essential LGBTQ+ care concepts into the curriculum. Students, faculty, and standardized participants perceived the simulated scenario as valuable. Recommendations for future implementations include utilizing a pool of trained standardized participants and ensuring ample pre-briefing, scenario facilitation, and debriefing time.

Implications for an international audience: The insights from this project can be integrated into healthcare training programs worldwide to enhance care for LGBTQ+ individuals. Simulation offers a safe environment for practicing real-life scenarios, building skills, and assessing competencies to ensure nurses are prepared for professional practice across the globe.

Conclusions: Nursing programs should incorporate LGBTQ+ content into the undergraduate curriculum. Evidence-based simulation resources that are free and readily accessible can support nursing faculty in effectively incorporating these concepts.