Date of Award

Spring 3-25-2021

Document Type

Thesis

Degree Name

Doctor of Nursing Practice (DNP)

First Advisor

Gail Godwin, PhD, PMHNP-BC, CNE

Second Advisor

Leslie Moore, PhD, RN, CNE, MBA

Third Advisor

Jeffrey S. Fouche-Camargo, DNP, APRN, WHNP-BC, RNC-OB, C-EFM

Abstract

Persons who identify as lesbian, gay, bisexual, transgender, and queer (LGTBQ) are at increased risk for poor health outcomes. LGBTQ patients have higher incidences of poor health outcomes due to fear of mistreatment, bias, and stigmas. More education and training for healthcare professionals are needed regarding LGBTQ patients' care to change this patient population's current trend. The project implemented an educational intervention consisting of a learning module and panel discussion. The sample included 63 undergraduate nursing students at a rural central Georgia university. The project was a quantitative research design with pretest and posttest quantitative data. Written reflections from students served as qualitative data collected as part of the course evaluation. Surveys included a Knowledge Assessment and the Sexual Orientation Counselor Competency Scale Version 2, a tool that utilizes a 7-point Likert scale to measure three subscales: skills, awareness, and knowledge of LGBTQ clinical care. Participants had a statistically significant mean increase of .91, 95% CI [1.05, 0.78], t (62) = -13.41, p < .001, d = 1.69, in total mean Sexual Orientation Counselor Competency post-intervention (M = 5.36, SD = 0.73) as opposed to the baseline total mean sexual orientation competency prior to the intervention (M = 4.45, SD = 0.70). Results indicated a statistically significant increase in perceived clinical competence, as measured by the SOCCS, after the educational intervention.

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