Just Another Patient? Student Reflections on Providing Mental Health Care to Transgender and Gender Expansive People During Simulated Encounters

Abstract

Abstract AIM This study analyzed psychiatric-mental health nurse practitioner (PMHNP) students’ reflections following a virtual simulated encounter with a patient who identified as transgender or gender expansive (TGE). BACKGROUND To reduce mental health disparities, PMHNP students must be prepared to deliver affirming care. Engaging in and reflecting on simulated encounters with standardized patients can improve PMHNP students’ affirming care competency. METHOD A thematic analysis process was used to analyze student reflections during simulation debriefings. RESULTS Five themes emerged: application of affirming care principles, recognizing minority stressors, treating all patients the same, desire to learn more, and valuing authentic practice. CONCLUSION PMHNP students’ reflections on the experience of providing care to a standardized patient who identified as TGE support the use of virtual simulations to prepare future providers to deliver affirming, person-centered care.