Using Simulation Training to Strengthen Staff Confidence in Delivering Integrated Care to LGBT Patients

Providing quality healthcare for Lesbian, Gay, Bisexual, and Transgender (LGBT) individuals is a growing but complex challenge in medical and mental health practice. Delivering gender- affirming care effectively remains a significant hurdle, impacting how providers interact with their patients. The lack of inclusive healthcare spaces further compounds the medical and mental health risks faced by LGBT individuals. Educational programs in nursing and medical schools often fail to adequately address LGBT-related topics, leaving providers ill-prepared and lacking standardized approaches which undermines the healthcare system's ability to meet LGBT patients’ needs effectively. To address this concern, a quality improvement study was conducted with 79 integrated direct care staff, utilizing didactic education and simulation to enhance clinical skills. The study measured changes in attitudes, clinical preparedness, and clinical experience. While attitudes toward LGBT individuals declined, overall clinical competence improved. This project highlights the potential of simulation as a powerful educational tool that can enhance clinical performance, even in the presence of negative biases toward marginalized populations. These findings may have important implications for preparing a workforce to deliver competent care, regardless of personal attitudes.