Methods of Teaching Transgender Health in Undergraduate Nursing Programs: A Narrative Review

Fidelindo Lim, Ozkara San Eda

Research output: Contribution to journalArticlepeer-review


Background: Transgender populations experience disproportionately higher rates of mental and physical health issues such as suicidality and heart disease than their cisgender counterparts. Education of health professions students and providers is recognized as an effective method in mitigating transgender health disparities. Purpose: This narrative review investigated the methods in which transgender health is taught in undergraduate nursing programs. Suggestions for optimizing transgender health education are presented. Method: This review critically appraised and synthesized 28 articles that met these inclusion criteria: articles in English describing teaching strategies used in transgender health education with samples that include undergraduate nursing students. Results: Didactic lecture is the most widely used method, followed by role-play simulation, use of film and video, guest presentation, and high-fidelity and standardized patient simulation. Conclusion: Lectures remain the dominant method of delivering transgender health content. Improvements in students' knowledge and attitude related to transgender care were noted posteducation.

Original languageEnglish (US)
Pages (from-to)130-136
Number of pages7
JournalNurse Educator
Issue number3
StatePublished - May 1 2024


  • curriculum
  • educational technology
  • health professions
  • LGBTQ+ persons
  • teaching strategies

ASJC Scopus subject areas

  • General Nursing
  • Education
  • Fundamentals and skills
  • LPN and LVN


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