Mirrored Holistic Comfort Education for Sexual Minority Youth: Development in a Distance Education Pediatric Didactic Advanced Practice Nursing Course
Presentation
Overview
Overview
Description
Purpose: In this innovative project, “mirrored” holistic comfort education refers to a two-fold approach of teaching and application. This method includes the educator, who teaches from a holistic comfort perspective (Bice & Bramlett, 2019), and the student who applies holistic comfort practice. In an online hybrid advanced nursing practice pediatric course, the author applied the mirrored approach in the development of teaching modules focused on care of sexual minority youth.
Methods: Employing guidelines from an awarded pedagogy initiative grant and a shared governance approved BSN to DNP course map, this integrated teaching and learning project was viewed through the lens of Kolcaba’s (2013) theory of holistic comfort. Kolcaba defines comfort as an experience of being strengthened in the physical, psychospiritual, sociocultural, and environmental context.
Results: A collection of holistic evidence-based practices on sexual minority care was assimilated into two modules: (a) sexuality, role relationships, implicit bias, and adolescent care, then (b) sexuality-competent care and holistic care of Lesbian, Gay, Bisexual, Transgender, Questioning, Intersex, and other gender non-conforming youth. This evidence was adapted from experts in pediatric primary care, the American Academy of Pediatrics, the National Association of Pediatric Nurse Practitioners, The Human Rights Campaign Foundation, the National LGBT Health Education Center, the CDC, and WHO.
Conclusions and Implications: Mirrored holistic education of special patient populations is critical to the: (1) delivery of student-centered online learning, (2) application of holistic evidence-based practice, and (3) integration of AACN’s DNP essentials. Implications exist for nursing education, nurse practitioner evidence-based-practice, and student learning experience.
