Portland State University. Department of Anthropology
Term of Graduation
Date of Publication
Master of Arts (M.A.) in Anthropology
1 online resource (v, 80 pages)
Prior research studies have found transgender and gender non-conforming (TGNC) patients at increased risk for poor physical and mental health as a result of disparities in health care access and treatment (Giffort, 2016; Grant et al., 2011; James et al., 2016). Research has shown that perioperative patient education can improve patient outcomes, as well as promote increased knowledge, preparedness, and recovery post-surgery (Poceta et al., 2019). For TGNC patients, gender affirming perioperative education classes are especially important for prospective patients as they not only provide comprehensive information about perioperative topics but also serve as a mechanism to promote personal empowerment through knowledge acquisition. The Oregon Health and Science University (OHSU) Transgender Health Program (THP) is currently utilizing this approach to patient education for TGNC communities. However, due to limited staffing and bandwidth, the THP has not been able to update the curriculum to reflect the priorities and needs of gender-affirming surgery patients.
The method of knowledge dissemination is of paramount importance, especially when engaging with historically marginalized populations. Developing health educational materials in collaboration with patients increases the relevancy of the content presented, as it reflects the values and priorities of the communities involved. For TGNC individuals, such insight will result in curriculums that are sensitive to, and affirming of, the identities of patients who are in process of navigating gender transition. Additionally, updating the curriculum could help reduce postoperative patient complications by presenting material that is highly relevant to the patient while simultaneously promoting self-empowerment through knowledge acquisition. The goal of this collaborative project is to develop recommendations to update the curriculums of current genital gender-affirming surgery (GGAS) classes to promote patient preparedness, learning, empowerment, and identity affirmation. Utilizing critical approaches to research, patient and provider knowledge as well as embodied experience will inform the development of curriculum recommendations. I will accomplish this endeavor by leveraging a transformative mixed-methods sequential design study using both quantitative and qualitative data collection tools. Such tools will incorporate various analytical approaches to assessing data, including survey analysis and qualitative interviews. Integrating these data will provide a comprehensive understanding of the various and nuanced needs of TGNC patients. As such, critical theories and methodologies can help devise a patient education curriculum that is both transformative, while also avoiding and/or mitigating harmful messages that disenfranchise or perpetuate forms of oppression (e.g., transnormativity) (Ferguson, 2013).
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Mathis, Shammarie, "Transformative Health Care: Integrating the Perspectives and Lived Experiences of Transgender and Gender Diverse Patients into Health Care Education and Delivery" (2021). Dissertations and Theses. Paper 5718.