{"id":{"repo_id":"msu","oai_identifier":"oai:d.lib.msu.edu:dnp_84"},"canonical_url":"https://search.dev.ndltd.org/etd/msu/oai:d.lib.msu.edu:dnp_84","repository":{"repo_id":"msu","name":"Michigan State University","base_url":"https://d.lib.msu.edu/oai"},"display":{"title":"The impact of education on healthcare provider's confidence and competence in LGBTQIA+ patient care","abstract":"Problem: Many healthcare providers report feeling underprepared to care for patients who identify as lesbian, gay, bisexual, transgender, queer or questioning, intersex, asexual, and other identities (LGBTQIA+). The limited inclusion of LGBTQIA+ content in nursing curricula contributes to ongoing disparities, including delayed care, misdiagnoses, and decreased patient trust. Purpose: This project aimed to assess the impact of a targeted educational intervention on improving healthcare providers' self-perceived confidence and competence in delivering culturally affirming care to LGBTQIA+ patients. Methods: A structured training session was delivered during a nursing grand rounds event, with over 300 licensed healthcare providers participating. Surveys were administered before the session, immediately after, and 60 days post-intervention to evaluate knowledge of retention and clinical application. Data were analyzed using descriptive statistics from Likert-scale items and thematic analysis of open-ended responses. Results: Post-intervention analysis demonstrated significant gains across all domains, with Top 2 scores increasing by 50-75 percentage points from baseline. At the 60-day follow-up, competence remained markedly higher than pre-training levels, with only modest erosion observed (10-15% in communication and documentation domains). Conclusions: Brief but intentional educational efforts can significantly enhance LGBTQIA+ cultural competence among healthcare providers. Findings support the integration of simulation-based and interactive learning into continuing education and pre-licensure nursing programs to promote inclusive, affirming care and reduce health inequities affecting LGBTQIA+ populations","abstract_html":"Problem: Many healthcare providers report feeling underprepared to care for patients who identify as lesbian, gay, bisexual, transgender, queer or questioning, intersex, asexual, and other identities (LGBTQIA+). The limited inclusion of LGBTQIA+ content in nursing curricula contributes to ongoing disparities, including delayed care, misdiagnoses, and decreased patient trust. Purpose: This project aimed to assess the impact of a targeted educational intervention on improving healthcare providers' self-perceived confidence and competence in delivering culturally affirming care to LGBTQIA+ patients. Methods: A structured training session was delivered during a nursing grand rounds event, with over 300 licensed healthcare providers participating. Surveys were administered before the session, immediately after, and 60 days post-intervention to evaluate knowledge of retention and clinical application. Data were analyzed using descriptive statistics from Likert-scale items and thematic analysis of open-ended responses. Results: Post-intervention analysis demonstrated significant gains across all domains, with Top 2 scores increasing by 50-75 percentage points from baseline. At the 60-day follow-up, competence remained markedly higher than pre-training levels, with only modest erosion observed (10-15% in communication and documentation domains). Conclusions: Brief but intentional educational efforts can significantly enhance LGBTQIA+ cultural competence among healthcare providers. Findings support the integration of simulation-based and interactive learning into continuing education and pre-licensure nursing programs to promote inclusive, affirming care and reduce health inequities affecting LGBTQIA+ populations","abstract_has_math":false,"creators":["Hooks, Justin"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Lourens, Gayle"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025","date_published":"2025","updated_at":"2026-07-24T03:16:39Z","subjects":["Sexual minorities--Medical care","Medical personnel--In-service training","Medical personnel--Psychology","Clinical competence","Confidence"],"languages":["English"],"rights":["In Copyright"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["dnp:84","oclc:1570815539","local:R_5cw7gqfSsbxLg8d"],"render_values":[{"text":"dnp:84","href":null,"code":true},{"text":"oclc:1570815539","href":null,"code":true},{"text":"local:R_5cw7gqfSsbxLg8d","href":null,"code":true}]}]},"links":{"outbound_url":"https://doi.org/doi:10.25335/pp8s-se79","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Lourens, Gayle"]},{"key":"dc:creator","label":"Author","values":["Hooks, Justin"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025"]},{"key":"dc:relation","label":"Dc Relation","values":["Doctor of Nursing Practice Projects"]},{"key":"dc:type","label":"Dc Type","values":["Text","Theses","Posters"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Sexual minorities--Medical care","Medical personnel--In-service training","Medical personnel--Psychology","Clinical competence","Confidence"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["dnp:84","oclc:1570815539","local:R_5cw7gqfSsbxLg8d","https://doi.org/doi:10.25335/pp8s-se79"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Problem: Many healthcare providers report feeling underprepared to care for patients who identify as lesbian, gay, bisexual, transgender, queer or questioning, intersex, asexual, and other identities (LGBTQIA+). The limited inclusion of LGBTQIA+ content in nursing curricula contributes to ongoing disparities, including delayed care, misdiagnoses, and decreased patient trust. Purpose: This project aimed to assess the impact of a targeted educational intervention on improving healthcare providers' self-perceived confidence and competence in delivering culturally affirming care to LGBTQIA+ patients. Methods: A structured training session was delivered during a nursing grand rounds event, with over 300 licensed healthcare providers participating. Surveys were administered before the session, immediately after, and 60 days post-intervention to evaluate knowledge of retention and clinical application. Data were analyzed using descriptive statistics from Likert-scale items and thematic analysis of open-ended responses. Results: Post-intervention analysis demonstrated significant gains across all domains, with Top 2 scores increasing by 50-75 percentage points from baseline. At the 60-day follow-up, competence remained markedly higher than pre-training levels, with only modest erosion observed (10-15% in communication and documentation domains). Conclusions: Brief but intentional educational efforts can significantly enhance LGBTQIA+ cultural competence among healthcare providers. Findings support the integration of simulation-based and interactive learning into continuing education and pre-licensure nursing programs to promote inclusive, affirming care and reduce health inequities affecting LGBTQIA+ populations","Thesis (D.N.P.)--Michigan State University, 2025","Includes bibliographical references"]},{"key":"dc:format","label":"Dc Format","values":["1 page","application/pdf"]},{"key":"dc:title","label":"Title","values":["The impact of education on healthcare provider's confidence and competence in LGBTQIA+ patient care"]}]}],"canonical_facts":{"dc:contributor":["Lourens, Gayle"],"dc:creator":["Hooks, Justin"],"dc:date":["2025"],"dc:description":["Problem: Many healthcare providers report feeling underprepared to care for patients who identify as lesbian, gay, bisexual, transgender, queer or questioning, intersex, asexual, and other identities (LGBTQIA+). The limited inclusion of LGBTQIA+ content in nursing curricula contributes to ongoing disparities, including delayed care, misdiagnoses, and decreased patient trust. Purpose: This project aimed to assess the impact of a targeted educational intervention on improving healthcare providers' self-perceived confidence and competence in delivering culturally affirming care to LGBTQIA+ patients. Methods: A structured training session was delivered during a nursing grand rounds event, with over 300 licensed healthcare providers participating. Surveys were administered before the session, immediately after, and 60 days post-intervention to evaluate knowledge of retention and clinical application. Data were analyzed using descriptive statistics from Likert-scale items and thematic analysis of open-ended responses. Results: Post-intervention analysis demonstrated significant gains across all domains, with Top 2 scores increasing by 50-75 percentage points from baseline. At the 60-day follow-up, competence remained markedly higher than pre-training levels, with only modest erosion observed (10-15% in communication and documentation domains). Conclusions: Brief but intentional educational efforts can significantly enhance LGBTQIA+ cultural competence among healthcare providers. Findings support the integration of simulation-based and interactive learning into continuing education and pre-licensure nursing programs to promote inclusive, affirming care and reduce health inequities affecting LGBTQIA+ populations","Thesis (D.N.P.)--Michigan State University, 2025","Includes bibliographical references"],"dc:format":["1 page","application/pdf"],"dc:identifier":["dnp:84","oclc:1570815539","local:R_5cw7gqfSsbxLg8d","https://doi.org/doi:10.25335/pp8s-se79"],"dc:language":["English"],"dc:relation":["Doctor of Nursing Practice Projects"],"dc:rights":["In Copyright"],"dc:subject":["Sexual minorities--Medical care","Medical personnel--In-service training","Medical personnel--Psychology","Clinical competence","Confidence"],"dc:title":["The impact of education on healthcare provider's confidence and competence in LGBTQIA+ patient care"],"dc:type":["Text","Theses","Posters"]},"updated_at":"2026-07-24T03:16:39Z"}