Díaz Desiree A, Maruca Annette, Gonzalez Laura, Stockmann Cherrill, Hoyt Erica
College of Nursing, University of Central Florida, Orlando, Florida, USA.
University of Connecticut, School of Nursing Storrs, Connecticut, USA.
BMJ Simul Technol Enhanc Learn. 2017 Apr 5;3(2):65-69. doi: 10.1136/bmjstel-2016-000147. eCollection 2017.
This descriptive study explored the use of simulation as a means to increase cognitive and reflective practice as well as determining if simulation can alter perceptions and attitudes related to the lesbian, gay, bisexual and transgender (LGBT) community. This manuscript describes how student nurses perceive their role when providing care to and, more specifically, the care of transgender patients. The research question asks: How does a transgender simulation impact the attitudes and beliefs of nursing students related to the LGBT community? One-hundred and fifty-nine students, with a subset of 120 students attending a school in central Florida and 50 students attending a Connecticut programme, participated in the completion of the instruments. The Gender Affirmative Practice (GAP) scale was used to evaluate their attitudes and practice concerning LGBT issues. Findings suggest that the majority of the students rarely or never discuss pertinent sexual orientation issues. Students are not comfortable creating a climate that allows for self-identification by gay/ lesbians, despite admitting to being open and accepting the LGBT community with their faculty. Limitations were based on multisite location and the use of the GAP. It is important for nursing students, and healthcare providers, to acknowledge and recognise the unique vulnerabilities of transgender persons who are seeking healthcare. The exposure to transgender individuals in a clinical setting may be limited; therefore, the use of simulation will offer the opportunity to examine their beliefs and reflect on their attitudes towards this population. Simulation incorporating mental health issues is a newer training technique in which psychosocial aspects of healthcare are addressed.
这项描述性研究探讨了使用模拟作为一种手段来增强认知和反思性实践，以及确定模拟是否能够改变与女同性恋、男同性恋、双性恋和跨性别者（LGBT）群体相关的认知和态度。本文描述了学生护士在为跨性别患者提供护理时，特别是在护理跨性别患者时如何看待自己的角色。研究问题是：跨性别模拟如何影响护理专业学生对LGBT群体的态度和信念？159名学生参与了问卷填写，其中120名学生来自佛罗里达州中部的一所学校，50名学生来自康涅狄格州的一个项目。使用性别肯定实践（GAP）量表来评估他们对LGBT问题的态度和实践。研究结果表明，大多数学生很少或从不讨论相关的性取向问题。尽管学生们承认在面对教员时对LGBT群体持开放和接纳的态度，但他们并不愿意营造一种允许同性恋者自我认同的氛围。研究的局限性在于多地点设置以及GAP量表的使用。对于护理专业学生和医疗服务提供者来说，认识到寻求医疗服务的跨性别者所面临的独特脆弱性非常重要。在临床环境中接触跨性别个体的机会可能有限；因此，使用模拟将提供一个机会来审视他们的信念，并反思他们对这一群体的态度。纳入心理健康问题的模拟是一种较新的培训技术，它涉及到医疗保健的社会心理方面。
