Date of Award

Spring 5-6-2022

Document Type


Degree Name

Doctor of Nursing Practice (DNP)

First Advisor

Dr. Krystal Canady

Second Advisor

Dr. Sterling Roberts

Third Advisor

Dr. Sarah Handwerker/Dr. Megan Gandy



There is a lack of knowledge surrounding the lesbian, gay, bisexual, transgender, and queer (LGBTQ) community among Bachelor of Science in Nursing (BSN) students. Evidence has proven simulation to be an effective method to increase knowledge and awareness among healthcare providers. This DNP project aimed to assess BSN students’ LGBTQ cultural competence using an educational simulation intervention. Utilizing an educational simulation intervention was an effective way of providing education to nursing students to increase their LGBTQ cultural competence. This project aimed to improve the cultural competency among BSN students related to LGBTQ individuals using simulation as an intervention. Madeleine Leininger’s Cultural Care of Diversity and Universality theory was used to guide the implementation of the research. Students completed a baseline cultural competence scale prior to the educational simulation intervention. A modified National League of Nursing (NLN) standardized patient simulation was facilitated as the students encountered an LGBTQ patient. Upon completing the educational simulation intervention, students completed the same cultural competency scale so scores could be evaluated for cultural competency. The clinical questions revealed that the educational simulation intervention improved cultural competence scores when comparing baseline scores to post-intervention scores. The higher cultural competency scores were associated with decreased therapeutic communication scores. Overall, the project demonstrated that utilizing an educational simulation intervention is an effective method of educating students on the LGBTQ population.

Keywords: LGBTQ, BSN, QYCC, educational simulation intervention, therapeutic communication

Included in

Nursing Commons