Creating Interprofessional Best Practices in Education for Care of the Transgender Community using 360-Virtual Reality and Simulation

Abstract

Transgender individuals face significant health disparities, including barriers to accessing gender-affirming care. Nursing education plays a crucial role in preparing future registered nurses to deliver respectful and competent care to transgender individuals. This educational project aimed to design a series of interprofessional unfolding case study modules via 360-virtual reality and face-to-face simulations within a 4-year pre-licensure nursing curriculum to address the health inequities for the transgender community. Following the simulations, focus groups were used to analyze benefits and challenges as perceived by student learners through a social constructivist lens. Findings supported that the use of a multi-modal simulation approach fostered student learning related to the care of the transgender individual. More education in health-care curricula is needed to enhance inclusivity and skilled provision of care for transgender individuals.

Keywords

Nursing education interprofessional education health services for transgender persons patient simulation social constructivist lens Kolb's experiential learning theory

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