Document Type

Article

Publication Date

3-2021

Abstract

The purpose of this paper is to examine the different disparities in student disciplines and provide critical review of current literature on how microaggressions against transgender communities and more specifically against transgender patients are lacking in many of the prelicensure nursing programs at the School of Nursing and Health Professions Simulation Center (SONHP) in the San Francisco Bay Area. The goal of the research would be to enhance nurse faculty readiness for student diversity in the classroom and clinical setting and provide experiential learning in nursing education as well as promote knowledge, skills and attitudes (KSAs) to have a more effective approach to teach cultural competence and sensitivity in caring for vulnerable populations (Nursing Faculty Readiness for Student Diversity, 2019). Simulation and its experiential learning environment and how comprehensively, underestimating the needs of support needs of adjunct faculty could transform into difficulty creating and maintaining a highly qualified adjunct workforce and weakened educational experiences for students. Through the distribution of the Qualtrics survey, and through our classroom learnings, and literature, the researcher would like to be able to identify key issues within the transgender community. Through this, the researcher is hoping to gain understanding of the need for the transgender individuals who are finding it very difficult to obtain health care services and those who are being mistreated by healthcare provider’s solutions through the lens of conceptual frameworks. These concepts would help to determine that with them, there may be success in helping adjunct faculty to develop, integrate, and evaluate clinical simulation activities in four key areas: curriculum, instruction, operations, and research.

Comments

Originally published in the Journal of American Academic Research Volume 9, Issue 1 by the JAAR Publishing Center. ISN: 2328-1227

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