Jordan Christina
About the Author Christina Jordan, MSN, RN, HNB-BC, is an assistant professor at the Tanner Health System School of Nursing, University of West Georgia, Carrollton, Georgia. The author is grateful to Dr. Kelly Dyar for guiding the development of this project. For more information, contact Christina Jordan at
Nurs Educ Perspect. 2023;44(5):323-325. doi: 10.1097/01.NEP.0000000000001183. Epub 2023 Aug 3.
This project used a flipped classroom method to introduce prelicensure baccalaureate nursing students to the concept of sexual orientation and gender identity and increase student knowledge and comfort in the care of these individuals. Teaching-learning strategies included self-instruction via video and classroom activities of group discussion and role-play. The educational activity used a pre- and posttest design to evaluate learning outcomes. After implementation, students reported a greater understanding of the needs of lesbian, gay, bisexual, transgender, queer/questioning, intersex, and asexual (LGBTQIA+) patients. The results suggest that even a short introduction to the LGBTQIA+ patient's needs could increase nursing students' knowledge.
本项目采用翻转课堂的方法，向本科护理专业学生介绍性取向和性别认同的概念，并增强学生在护理这些人群时的知识储备和舒适度。教学策略包括通过视频进行自我指导以及开展小组讨论和角色扮演等课堂活动。该教育活动采用了前后测试设计来评估学习成果。实施后，学生表示对女同性恋、男同性恋、双性恋、跨性别者、酷儿/存疑者、双性人及无性恋者（LGBTQIA+）患者的需求有了更深入的理解。结果表明，即使是对LGBTQIA+患者需求的简短介绍，也能增加护理专业学生的知识。
