Dr. Erin Ziegler publishes new research paper "Examining the Experiences of Transgender and Non-Binary Nursing Students and Nurses in Canada" in the Canadian Journal of Nursing!
Dr. Erin Ziegler, an educator, nurse practitioner, director of a gender-affirming care clinic, and member of HOPE Centre, draws from data collected via an anonymous survey, to explore the impact that discrimination and underrepresentation have on transgender and non-binary (TGNB) nursing students and nurses in Canada, in new paper. The paper has been published in the Canadian Journal of Nursing, and featured in an article in TMU's online "News and Events" column.
Abstract-
Background
Transgender and non-binary (TGNB) individuals face significant discrimination and underrepresentation in healthcare, particularly within the nursing workforce. These challenges often lead to increased stress, limited career opportunities, and the concealment of identities.
Purpose
This study investigates the experiences and challenges faced by TGNB nursing students and nurses in Canada.
Methods
An online anonymous questionnaire, featuring both closed and open-ended questions, was used to gather data from participants recruited through social media and nursing networks across Canada.
Results
The survey was completed by 101 participants, with most being nursing students (54.5%) or registered nurses (20.8%), and predominantly practicing in Ontario (53.5%). While many participants were open about their TGNB identity, they reported insufficient TGNB representation and inadequate education on TGNB healthcare. Disclosing their gender identity remained difficult primarily due to fear of rejection, with 43.6% encountering barriers related to their gender identity when applying to nursing programs. Additionally, 67.3% experienced derogatory comments personally, and 66.3% witnessed similar remarks towards the TGNB community. Among 46 nurse participants, 84.7% have noticed discrimination towards TGNB patients during care and 80.4% towards a peer, colleague or superior. Only 29.7% reported to have received education on TGNB topics, which was often superficial.
Conclusions
The study reveals significant challenges for TGNB individuals in nursing education and the workforce, including discrimination, inadequate educational content, and barriers in professional settings. These findings highlight the need for more inclusive, supportive, and comprehensive education on TGNB healthcare to create a more equitable environment for TGNB nurses and patients.
