Increasing Cultural Competency of the Perioperative Team Caring for Transgender Patients

Abstract

Purpose: The objective of this quality improvement (QI) initiative is to increase clinical proficiency of perioperative Registered Nurses (RNs) and Certified Registered Nurse Anesthesiologists (CRNAs) in delivering healthcare services to transgender patients. The main goal is to develop and assess a tailored online educational module that targets deficiencies in transgender cultural competence and clinical preparedness in a perioperative environment.Background: Formalized training for perioperative RNs and CRNAs is still limited, despite growing recognition of transgender healthcare requirements. This project acknowledges necessity of patient-centered interventions, considering distinct difficulties and factors involved in providing treatment for transgender patients. This project relies on a thorough analysis of existing studies, showing deficiencies in present methods and emphasizing the need for specialized cultural competency training. Methods: This project utilized the pretest and posttest methods to assess outcomes of cultural care competency training module accessed through Prezi. The assessment technique used was Lesbian, Gay, Bisexual, and Transgender Development of Clinical Skills Scale (LGBT-DOCSS) questionnaire. Total of 14 participants, including registered nurses (RNs) and certified registered nurse anesthesiologists (CRNAs), were involved in intervention. This allowed for a thorough examination of clinical readiness, awareness of attitudes, and fundamental knowledge both before and after training module. Results: An examination of pretest and posttest scores showed statistically significant (P = 0.002) enhancement in cultural care proficiency among perioperative Registered Nurses (RNs) and Certified Registered Nurse Anesthesiologists (CRNAs) after administration of care competency training module. Statistically significant differences on pretest and posttest mean scores indicate beneficial outcomes on participants' preparedness for clinical practice, understanding of attitudes, and knowledge related to caring for transgender patients. Data analysis included demographic data such as healthcare role, age, gender identity, sexual orientation, education, and years of service. Conclusions: Effective implementation of online education module represents crucial advancement in improving clinical proficiency of perioperative Registered Nurses (RNs) and Certified Registered Nurse Anesthesiologists (CRNAs) in providing care for transgender patients. Project’s sustainability plan promotes consistent cooperation with hospital site, guaranteeing flexibility and enhancement. Distribution plan involves delivering formal presentations, actively involving hospital leadership, and publishing in academic repositories, intending to provide valuable insights to wider healthcare community.