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Volume 16
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Article

Impact of a Formative Program on Transgender Healthcare for Nursing Students and Health Professionals. Quasi-Experimental Intervention Study

by
Jesús Manuel García-Acosta
1,
Maria Elisa Castro-Peraza
1,*,
Ángeles Arias Rodriguez
2,
María Luisa Perez-Cánovas
1,
Maria Inmaculada Sosa-Alvarez
1,
Rosa Llabrés-Solé
1,
Ana María Perdomo-Hernández
1 and
Nieves Doria Lorenzo-Rocha
1
1
Faculty of Nursing N. S. Candelaria, Canary Islands Public Health Service, University of La Laguna, 38200 Tenerife, Canary Islands, Spain
2
Faculty of Health Sciences, University of La Laguna, 38200 Tenerife, Canary Islands, Spain
*
Author to whom correspondence should be addressed.
Int. J. Environ. Res. Public Health 2019, 16(17), 3205; https://doi.org/10.3390/ijerph16173205
Submission received: 2 August 2019 / Revised: 29 August 2019 / Accepted: 29 August 2019 / Published: 2 September 2019
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Abstract

Background: The field of specific healthcare for transgender people has not been included in the official curriculum of professionals. This causes a lack of knowledge that can be presumed to become a barrier to healthcare. Currently, different methodologies are emerging to achieve meaningful learning for students and professionals. The objective of this study was to evaluate the increase in the level of knowledge of final-year nursing students, applying methodological strategies such as problem-based learning (PBL) and film-forum. Methods: 59 nursing students were randomly assigned to two intervention groups (G1 = 31 and G2 = 28), and another 57 were assigned to the control group (without specific classes or workshops on the subject of the study). The intervention consisted of a specific training course on transgender issues (TGSC&W, TransGender Specific Course and Workshop), where the type of meaningful learning strategy used depended on the group (G1 = film-forum and G2 = PBL). The study was carried out at the Faculty of Nursing Nuestra Señora de Candelaria of the Canary Islands Health Service. The randomization was done by blindly choosing a computer-generated code. Results: The main outcome was based on 116 participants, comparing their level of knowledge before and after the workshop. The comparison by pairs shows that there were statistically significant differences (p = 0.000) between those undergoing the methodological interventions and the control group. Statistical significance between film-forum and PBL was not obtained (p = 1.000): Both methodologies increased the level of knowledge, but there was no significant difference between them. The means for satisfaction with the learning methodology used did not show statistically significant differences. Conclusion: The workshop carried out was highly effective and significant in terms of increasing knowledge. No significant differences were observed in the level of knowledge, or in the degree of satisfaction, between the two methodologies used (PBL and film-forum).
Keywords: motion pictures; problem-based learning; education; nursing; learning; transgender persons; gender identity motion pictures; problem-based learning; education; nursing; learning; transgender persons; gender identity
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MDPI and ACS Style

García-Acosta, J.M.; Castro-Peraza, M.E.; Arias Rodriguez, Á.; Perez-Cánovas, M.L.; Sosa-Alvarez, M.I.; Llabrés-Solé, R.; Perdomo-Hernández, A.M.; Lorenzo-Rocha, N.D. Impact of a Formative Program on Transgender Healthcare for Nursing Students and Health Professionals. Quasi-Experimental Intervention Study. Int. J. Environ. Res. Public Health 2019, 16, 3205. https://doi.org/10.3390/ijerph16173205

AMA Style

García-Acosta JM, Castro-Peraza ME, Arias Rodriguez Á, Perez-Cánovas ML, Sosa-Alvarez MI, Llabrés-Solé R, Perdomo-Hernández AM, Lorenzo-Rocha ND. Impact of a Formative Program on Transgender Healthcare for Nursing Students and Health Professionals. Quasi-Experimental Intervention Study. International Journal of Environmental Research and Public Health. 2019; 16(17):3205. https://doi.org/10.3390/ijerph16173205

Chicago/Turabian Style

García-Acosta, Jesús Manuel, Maria Elisa Castro-Peraza, Ángeles Arias Rodriguez, María Luisa Perez-Cánovas, Maria Inmaculada Sosa-Alvarez, Rosa Llabrés-Solé, Ana María Perdomo-Hernández, and Nieves Doria Lorenzo-Rocha. 2019. "Impact of a Formative Program on Transgender Healthcare for Nursing Students and Health Professionals. Quasi-Experimental Intervention Study" International Journal of Environmental Research and Public Health 16, no. 17: 3205. https://doi.org/10.3390/ijerph16173205

APA Style

García-Acosta, J. M., Castro-Peraza, M. E., Arias Rodriguez, Á., Perez-Cánovas, M. L., Sosa-Alvarez, M. I., Llabrés-Solé, R., Perdomo-Hernández, A. M., & Lorenzo-Rocha, N. D. (2019). Impact of a Formative Program on Transgender Healthcare for Nursing Students and Health Professionals. Quasi-Experimental Intervention Study. International Journal of Environmental Research and Public Health, 16(17), 3205. https://doi.org/10.3390/ijerph16173205

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