Just Another Patient? Student Reflections on Providing Mental Health Care to Transgender and Gender Expansive People During Simulated Encounters

Rhonda G Schwindt; Laurie Posey; Qiuping Zhou; Kara Birch

doi:10.1097/01.NEP.0000000000001216

Just Another Patient? Student Reflections on Providing Mental Health Care to Transgender and Gender Expansive People During Simulated Encounters

Nurs Educ Perspect. 2024 May-Jun;45(3):139-144. doi: 10.1097/01.NEP.0000000000001216. Epub 2023 Dec 14.

Authors

Rhonda G Schwindt¹, Laurie Posey, Qiuping Zhou, Kara Birch

Affiliation

¹ About the Authors Rhonda G. Schwindt, DNP, PMHNP-BC, is associate professor, George Washington University School of Nursing, Washington, DC. Laurie Posey, EdD, RN, is associate professor, George Washington University School of Nursing. Qiuping Zhou, PhD, RN, is associate professor, George Washington University School of Nursing. Kara Birch, DNP, FNP, PMNHP, is associate clinical professor and program director, PMHNP Post-Master's Program, University of California San Francisco School of Nursing, San Francisco, California. This work was supported by a research grant from the National League for Nursing. For more information, contact Dr. Schwindt at rhondaschwindt@gwu.edu .

PMID: 38099838
DOI: 10.1097/01.NEP.0000000000001216

Abstract

Aim: This study analyzed psychiatric-mental health nurse practitioner (PMHNP) students' reflections following a virtual simulated encounter with a patient who identified as transgender or gender expansive (TGE).

Background: To reduce mental health disparities, PMHNP students must be prepared to deliver affirming care. Engaging in and reflecting on simulated encounters with standardized patients can improve PMHNP students' affirming care competency.

Method: A thematic analysis process was used to analyze student reflections during simulation debriefings.

Results: Five themes emerged: application of affirming care principles, recognizing minority stressors, treating all patients the same, desire to learn more, and valuing authentic practice.

Conclusion: PMHNP students' reflections on the experience of providing care to a standardized patient who identified as TGE support the use of virtual simulations to prepare future providers to deliver affirming, person-centered care.