"I don't feel like I'm a person": Nursing knowledge of transgender care through the lens of transgender people.

AIMS: One aim of this study was to discover and understand the perceptions of healthcare delivery for transgender people who have had interactions with nurses while receiving care. An additional purpose of this study was to identify if these perceptions of nursing knowledge have an influence on transgender individuals seeking future healthcare. DESIGN: Qualitative, interpretive description. METHODS: Recruitment of participants and interviews took place between September and November 2020. Confidentiality and protection of human participants was prioritized, and data analysis concluded in early 2021. RESULTS: Ten participant interviews were completed until data saturation were determined. One overarching theme and five supporting themes were constructed from data. Based on participant experiences, these themes reflect transgender peoples' perceptions of nursing knowledge of transgender care and how these perceptions impact seeking future healthcare. CONCLUSION: Experiences that shaped transgender peoples' perceptions of nursing knowledge of transgender care varied depending on the locations of these services and the experience and understanding of registered nurses. These findings highlight the perceptions that transgender people have of registered nurses' knowledge of transgender care and the influence that those perceptions have on them seeking future healthcare. IMPACT: This research aimed to fill a gap in the literature viewing registered nurses' knowledge of transgender care through the lenses of transgender participants. These findings indicate the need to advance the nursing profession to provide equitable, nonjudgmental care to transgender people to minimize the health disparities that they continue to face.

A concept analysis of preparedness: Application to LGBTQ considerations for nursing.

AIMS: The aim of this analysis was to investigate the concept of preparedness from literature within multiple disciplines to gain varied perspectives and establish a working definition. BACKGROUND: Preparedness is a barrier to LGBTQ considerations in nursing management and education of nursing staff. Understanding the concept of preparedness will help determine the next steps for making changes to give attention to LGBTQ needs. METHOD: A concept analysis using Rodgers' evolutionary view was undertaken to evolve the concept of preparedness by evaluating literature from the disciplines of education, nursing, allied health, and business and economics. RESULTS: A derived definition from the multidisciplinary concept analysis was completed, and a concept map was designed to help visually conceptualize preparedness and then applied to LGBTQ attention in nursing management and nursing education. CONCLUSION: Understanding preparedness is necessary for nursing management to include LGBTQ needs and ensure nurses are prepared to care for LGBTQ people to help decrease health disparities that face the LGBTQ community. IMPLICATIONS FOR NURSING MANAGEMENT: Management and leadership positions in nursing must be prepared to meet the needs of LGBTQ people. Nursing management must ensure that staff are appropriately trained and policies are established to include considerations specific to LGBTQ people.