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Impact of a Formative Program on Transgender Healthcare for Nursing Students and Health Professionals. Quasi-Experimental Intervention Study

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  • Jesús Manuel García-Acosta

    (Faculty of Nursing N. S. Candelaria, Canary Islands Public Health Service, University of La Laguna, 38200 Tenerife, Canary Islands, Spain)

  • Maria Elisa Castro-Peraza

    (Faculty of Nursing N. S. Candelaria, Canary Islands Public Health Service, University of La Laguna, 38200 Tenerife, Canary Islands, Spain)

  • Ángeles Arias Rodriguez

    (Faculty of Health Sciences, University of La Laguna, 38200 Tenerife, Canary Islands, Spain)

  • María Luisa Perez-Cánovas

    (Faculty of Nursing N. S. Candelaria, Canary Islands Public Health Service, University of La Laguna, 38200 Tenerife, Canary Islands, Spain)

  • Maria Inmaculada Sosa-Alvarez

    (Faculty of Nursing N. S. Candelaria, Canary Islands Public Health Service, University of La Laguna, 38200 Tenerife, Canary Islands, Spain)

  • Rosa Llabrés-Solé

    (Faculty of Nursing N. S. Candelaria, Canary Islands Public Health Service, University of La Laguna, 38200 Tenerife, Canary Islands, Spain)

  • Ana María Perdomo-Hernández

    (Faculty of Nursing N. S. Candelaria, Canary Islands Public Health Service, University of La Laguna, 38200 Tenerife, Canary Islands, Spain)

  • Nieves Doria Lorenzo-Rocha

    (Faculty of Nursing N. S. Candelaria, Canary Islands Public Health Service, University of La Laguna, 38200 Tenerife, Canary Islands, Spain)

Abstract

Background: The field of specific healthcare for transgender people has not been included in the official curriculum of professionals. This causes a lack of knowledge that can be presumed to become a barrier to healthcare. Currently, different methodologies are emerging to achieve meaningful learning for students and professionals. The objective of this study was to evaluate the increase in the level of knowledge of final-year nursing students, applying methodological strategies such as problem-based learning (PBL) and film-forum. Methods: 59 nursing students were randomly assigned to two intervention groups (G1 = 31 and G2 = 28), and another 57 were assigned to the control group (without specific classes or workshops on the subject of the study). The intervention consisted of a specific training course on transgender issues (TGSC&W, TransGender Specific Course and Workshop), where the type of meaningful learning strategy used depended on the group (G1 = film-forum and G2 = PBL). The study was carried out at the Faculty of Nursing Nuestra Señora de Candelaria of the Canary Islands Health Service. The randomization was done by blindly choosing a computer-generated code. Results: The main outcome was based on 116 participants, comparing their level of knowledge before and after the workshop. The comparison by pairs shows that there were statistically significant differences ( p = 0.000) between those undergoing the methodological interventions and the control group. Statistical significance between film-forum and PBL was not obtained ( p = 1.000): Both methodologies increased the level of knowledge, but there was no significant difference between them. The means for satisfaction with the learning methodology used did not show statistically significant differences. Conclusion: The workshop carried out was highly effective and significant in terms of increasing knowledge. No significant differences were observed in the level of knowledge, or in the degree of satisfaction, between the two methodologies used (PBL and film-forum).

Suggested Citation

  • Jesús Manuel García-Acosta & Maria Elisa Castro-Peraza & Ángeles Arias Rodriguez & María Luisa Perez-Cánovas & Maria Inmaculada Sosa-Alvarez & Rosa Llabrés-Solé & Ana María Perdomo-Hernández & Nieves , 2019. "Impact of a Formative Program on Transgender Healthcare for Nursing Students and Health Professionals. Quasi-Experimental Intervention Study," IJERPH, MDPI, vol. 16(17), pages 1-14, September.
    • Handle: RePEc:gam:jijerp:v:16:y:2019:i:17:p:3205-:d:263355
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    References listed on IDEAS

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    1. Charles T Yingling & Karen Cotler & Tonda L Hughes, 2017. "Building nurses’ capacity to address health inequities: incorporating lesbian, gay, bisexual and transgender health content in a family nurse practitioner programme," Journal of Clinical Nursing, John Wiley & Sons, vol. 26(17-18), pages 2807-2817, September.
    2. Rebecca Carabez & Megan Scott, 2016. "‘Nurses don't deal with these issues’: nurses’ role in advance care planning for lesbian, gay, bisexual and transgender patients," Journal of Clinical Nursing, John Wiley & Sons, vol. 25(23-24), pages 3707-3715, December.
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    Cited by:

    1. Jesús Manuel García-Acosta & Rosa María San Juan-Valdivia & Alfredo David Fernández-Martínez & Nieves Doria Lorenzo-Rocha & Maria Elisa Castro-Peraza, 2019. "Trans* Pregnancy and Lactation: A Literature Review from a Nursing Perspective," IJERPH, MDPI, vol. 17(1), pages 1-12, December.

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