Date of Award
Doctor of Nursing Practice (DNP)
Gail Godwin, PhD, PMHNP-BC, CNE
Leslie Moore, PhD, RN, CNE, MBA
Jeffrey S. Fouche-Camargo, DNP, APRN, WHNP-BC, RNC-OB, C-EFM
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.
Hall, Taylor, "Effectiveness of an Educational Intervention on LGBTQ Clinical Competence Among Undergraduate Nursing Students" (2021). Doctor of Nursing Practice (DNP) Translational and Clinical Research Projects. 53.