Campus Location
Dallas Campus (Online)
Date of Award
11-2024
Document Type
DNP Project
Department
Nursing
Degree Name
Doctor of Nursing Practice
Committee Chair or Primary Advisor
Sandra Cleveland
Second Committee Member or Secondary Advisor
Lawrence Santiago
Third Committee Member or Committee Reader
Faisal Aboul-Enein
Abstract
This Doctor of Nursing Practice project evaluated whether transgender education provided to school nurses and healthcare technicians decreased stigma and promoted self-efficacy. Concerns that transgender individuals have voiced were that they felt healthcare professionals could not effectively care for transgender patients, which may be due to personal or religious beliefs or lack of knowledge concerning the lesbian, gay, bisexual, transgender, and queer community. Participants included credentialed school nurses and healthcare technicians in secondary education settings. The method consisted of a presurvey, education in the form of a handout, followed by a postsurvey to determine if education was successful. The Wilcoxon signed-rank test showed nonsignificant differences between presurvey and postsurvey responses, meaning that there were no changes in any of the questions concerning respondents’ attitudes, as evidenced by the comparison between the presurvey and postsurvey means. There was no perceivable shift in attitudes or opinions shown between the two surveys. This supports the null hypothesis, which was that there would be no statistical change in the school nurses’ and healthcare technicians’ self-efficacy as it related to the methods to manage the care of transgender individuals without bias/decreased stigma once education was provided. However, based on the feedback received from the school nurses and healthcare technicians, they appreciated the education, and they felt the study provided an opportunity to improve school nurses’ and healthcare technicians’ knowledge and attitudes about caring for transgender students, leading to self-efficacy without bias.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Shannon-Loyola, Brandy, "Transgender Education in School Nursing to Decrease Stigma and Promote Self-Efficacy" (2024). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 834.
https://digitalcommons.acu.edu/etd/834