Effect of an Education Intervention on Nursing Students' Knowledge of and Attitudes Toward Caring for Transgender and Nonbinary People

Tanya N Carmichael; Linda Carman Copel; Ruth McDermott-Levy

doi:10.1097/NNE.0000000000001600

Effect of an Education Intervention on Nursing Students' Knowledge of and Attitudes Toward Caring for Transgender and Nonbinary People

Nurse Educ. 2024 Jan 18. doi: 10.1097/NNE.0000000000001600. Online ahead of print.

Authors

Tanya N Carmichael¹, Linda Carman Copel, Ruth McDermott-Levy

Affiliation

¹ Author Affiliations: Assistant Professor (Dr Carmichael), School of Nursing, Widener University, Chester, Pennsylvania; and Professor (Drs Copel and McDermott-Levy), M. Louise Fitzpatrick College of Nursing, Villanova University, Villanova, Pennsylvania.

PMID: 38235809
DOI: 10.1097/NNE.0000000000001600

Abstract

Background: Transgender and nonbinary (TGNB) people experience inequities in health care access, quality, and outcomes. Health care professionals' lack of knowledge and biased attitudes toward gender minorities contribute to inequitable care.

Purpose: This study examined the effect of TGNB health education on nursing students' knowledge and attitudes about caring for TGNB clients.

Methods: A quasi-experimental study using a one-group pretest/posttest design was conducted with 46 nursing students at 2 private baccalaureate nursing programs.

Results: A paired-samples t test found a significant increase in knowledge about caring for TGNB clients at posttest (P = .02). Attitudes toward caring for TGNB clients showed a significant improvement in the Sex and Gender Beliefs subscale at posttest (P = .014).

Conclusions: The findings suggest that TGNB health education is effective for inclusion in nursing curricula to better prepare nurses to care for gender-diverse clients.