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BACKGROUND: Persistent health disparities among transgender and nonbinary (TGNB) individuals demand a shift in how nursing students are prepared to provide inclusive, affirming care. While simulation is a proven method for enhancing clinical competence, it remains underutilized in advancing health equity for TGNB patients. METHOD: Standardized patients with lived TGNB experiences co-developed and participated in a simulation designed to reflect authentic clinical interactions. The simulation was implemented at two geographically distinct institutions, each with differing resources and contexts. RESULTS: Students across both sites demonstrated the ability to deliver inclusive care prior to entering professional practice. To support replication, a simulation guide was developed to assist other institutions in adopting TGNB-focused simulations. CONCLUSION: This initiative shows that immersive, competency-based simulation can effectively integrate TGNB health content into prelicensure nursing education, fostering affirming care practices and addressing critical gaps in traditional curricula.
Carney et al. (Mon,) studied this question.