Response week 2 primary response post
Order Description
This is part two of order number 81792804, please follow the reassignment and uploaded grading Rubric as instructed in order number 81792804 to complete this assignment as indicated below:
Assignment: Respond substantively in a positive manner to at least one classmate’s posting using suggested format (reply posting). Master’s Level, at least two references
Discussion Board Rubric
POST:
Student name Gaston
Transgender Awareness in Nursing Education
Situated learning is a form of schooling that integrates real-world conditions into the academic setting so that students are enlightened on the real-world situations they will encounter in the
complex environments that they will be occupied. Emphasizing these real-world situations into nursing education are conducive to skill development, decision making, and creativity for a diverse
generation of nursing students (Billings & Halstead, 2016). A topic of interest in many healthcare facilities and places of employment are the considerations to take when interacting with a gender
variant individual. This discussion will focus on the educational theory of situated learning and consider its use in the classroom to educate nursing students.
Transgender Nursing Students
A significant feature of situated learning is situation cognition fixed into the curriculum by creating learning experiences with role play, simulation, and scenarios that may be encountered in the
clinical setting (Billings & Halstead, 2016). This can relate specifically to the needs of transgender issues in colleges, universities, and healthcare settings. Although the literature pertaining
to this issue is lacking, it is gaining traction as laws and policies require nondiscrimination towards gender identity or gender expression individuals. These individuals are clearly a minority
and face risk to their health such as alienation, high dropout rates, physical and verbal harassment, suicide, and substance abuse to name a few. Nurse educators are in a dominant position to
enable a transition for these human beings by ensuring that all students are in an environment that is safe and successful to everyone involved (Levesque, 2015).
The education community continues to create a more inclusive learning environment, but most of the time gender-variant students’ needs are overlooked. The educational theory of situated learning
provides the educator the opportunity to create an environment for all students to be free with who they are, and results in an environment that allows everyone the opportunity to learn equally
(Zane, 2016). Most faculty will say that they take pleasure in working with students, but occasionally have interactions that are challenging or uncomfortable. Incivility is a moderate problem that
is mentioned in nursing education by both faculty and students. The goal is to set boundaries that will not tolerate violations of policy such as misconduct or annoying acts. (Billings & Halstead,
2016). This can be executed by the different strategies of situated learning to integrate scenarios of role playing into the classroom and hospital setting for gender-variant students and patients.
Zane (2016) mentions a comment from a student that reminds students, faculty, and nursing staff that change must be created by learning to be comfortable with uncomfortable situations.
Conclusion
Faculty are empowered with the task to create an environment that is relaxed and psychologically safe while creating an atmosphere that yields student empowerment through trust and mutual respect
(Billings & Halstead, 2016). The educational theory of situated learning in this discussion allows for the creation of a culturally diverse climate that still aligns with recent laws, policies, and
school’s philosophies. Situated learning assists in creating healthcare curriculum for all individuals and integrating it into the daily tasks without showing pessimistic attitudes. It is an
opportunity for faculty, students, and healthcare staff by allowing everyone the opportunity to make mistakes and acquire knowledge from it.
References
Billings, D.M. and Halstead, J.A. (Eds.). (2016). Teaching in nursing: A guide for faculty
(5th ed.). St. Louis, MO: Elsevier
Levesque, P. (2015). Meeting the Needs of the Transgender Nursing Student. Nurse Educator,
40(5), 244-248. doi:10.1097/NNE.0000000000000163
Zane, S. (2016). Supporting Transgender Students in the Classroom. Faculty Focus Higher Ed
Teaching Strategies from Magna Publications. Retrieved from https://www.facultyfocus.
com/articles/effective-classroom-management/supporting-transgender-students-classroom/
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