Health care professionals are required by their codes of ethics to provide equitable care for all (1–4). Often, historically, persistently, and systematically marginalized groups are denied equitable health care (5). One contributing factor is inadequate health professional education concerning equity and social accountability (6). While health professional education has improved its formal curricula regarding health equity, the informal (relationships and interactions) and hidden curricula (the culture and values of a profession and/or institution) are lesser known (7,8). Preliminary findings from a scoping review (n=40), being conducted as part of my thesis work, shows that most efforts to advance gender inclusive and affirming (GIA) nursing education are in the formal curricula, with minimal efforts to address the informal and much less so the hidden curricula. GIA practices, like gender-affirming care, benefit people of all genders, however, GIA practices go a step further to create GIA spaces that transcend health care into all spaces (9,10). As such, our scoping review is mapping GIA practices across the curriculum within nursing schools in Canada and the USA (11). The proposed poster will outline initial findings of how schools are doing GIA practices in undergraduate nursing education, including outlining gaps and recommendations. FGS attendees who visit this poster will be invited to engage in a dialogue about what GIA health care means to them and how they want to see GIA enacted in health care professional education and health care practices.

References

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2. Canadian Nurses Association. Code of ethics for registered nurses. 2017; Available from: www.nanb.nb.ca/media/resource/Code_of_Ethics-2017-E.pdf
3. Canadian Physiotherapy Association. Code of ethical conduct [Internet]. 2020 p. 1. Available from: https://physiotherapy.ca/cpa-code-ethics
4. Canadian Dental Association. CDA principles of ethics [Internet]. 2015. Available from: https://www.cda-adc.ca/en/about/ethics/
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8. Hafferty FW. Beyond curriculum reform: Confronting medicine’s hidden curriculum. Acad Med [Internet]. 1998;73(4):403–7. Available from: https://oce-ovid-com.uml.idm.oclc.org/article/00001888-199804000-00013/HTML
9. Rivera D. Care without assumption: the perceptions of transgender persons regarding their experiences with nursing care. Int J Hum Caring [Internet]. 2019 Jul [cited 2022 Nov 20];23(3):242–53. Available from: http://uml.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=c8h&AN=139213252&site=ehost-live
10. Soled KRS, Clark KD, Altman MR, Bosse JD, Thompson RA, Squires A, et al. Changing language, changes lives: Learning the lexicon of LGBTQ+ health equity. Res Nurs Health [Internet]. 2022 [cited 2023 Feb 7];45(6):621–32. Available from: https://onlinelibrary.wiley.com/doi/abs/10.1002/nur.22274
11. Crawford J, Schultz ASH, Linton J, Kramer M, Ristock J. Gender-affirming care in undergraduate nursing education: a scoping review protocol. BMJ Open [Internet]. 2023;13(3):e070576. Available from: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85150263559&doi=10.1136%2Fbmjopen-2022-070576&partnerID=40&md5=95d1b466e7f84e3dc1051f2728a03d32