Date of Award
Summer 8-31-2026
Document Type
Thesis
First Advisor
Rachel M. Winston
Abstract
Background: Sexual and gender diverse (SGD) populations continue to experience significant health inequities, yet prelicensure nursing curricula often lack structured, evidence‑based training to prepare students for equitable care.
Purpose: This study evaluated whether a targeted, transgender‑focused simulation could improve nursing students’ clinical knowledge and preparedness for providing equitable health promotion to SGD populations.
Methods: A pre‑/post‑intervention design was used with senior‑level nursing students who completed a transgender patient simulation emphasizing communication, assessment, and equitable health promotion. Students completed a validated survey measuring knowledge and preparedness in caring for SGD patients.
Results: Significant improvements across most survey items demonstrated that the simulation effectively enhanced students’ understanding, communication skills, and preparedness in providing equitable care for SGD populations. Nonsignificant findings aligned with item structure and content specificity, supporting the internal coherence of the results rather than diminishing the intervention’s impact.
Conclusion: Findings highlight the value of integrating structured, identity‑specific simulations into prelicensure nursing curricula to address persistent gaps in SGD health education. Although additional work is needed to expand content to lesbian, gay, and bisexual populations. To embed these experiences longitudinally, this study provides strong evidence that even a single, well‑designed simulation can catalyze improvements in culturally responsive, equitable, and patient‑centered health promotion.
Implications: Sustained curricular integration of SGD‑focused simulation may better prepare future clinicians to meet the needs of diverse patient populations and contribute to more equitable health outcomes.
Recommended Citation
Findley, Martha K., "Beyond the Binary: Strengthening Nursing Students’ Proficiency of Equitable Health Promotion" (2026). Theses. 65.
https://roar.una.edu/theses/65
Included in
Adult and Continuing Education Commons, Bioethics and Medical Ethics Commons, Community College Leadership Commons, Community Health and Preventive Medicine Commons, Curriculum and Instruction Commons, Gender Equity in Education Commons, Public Health and Community Nursing Commons, Public Health Education and Promotion Commons, Scholarship of Teaching and Learning Commons
