Addressing health inequalities, assumptions and barriers in meeting the hygiene needs of the transgender population

This article originates from the preparation of study resources for first year undergraduate nurses prior to them participating in an introductory simulation session related to patient hygiene (NMC, 2018a Annex B, 3.4,4.1,4.3 and 4.5). The lecturing team had prepared theoretical material and on reflection was acknowledged that it was overtly cisnormative. Content, both theory and simulation need to ensure that all protected characteristics of the Equality Act (2010) are addressed. This deficit influenced a need to expand knowledge and to influence and enhance care that student nurses would deliver to trans individuals who are in a healthcare setting and require assistance, support and care with their hygiene needs. Stonewall (2018) highlights that nursing schools should review curricula standards and training to ensure that it reflects LGBT-inclusive care including specific information on providing trans-inclusive care. This article considers some of the wider issues relating to this educational development and identify inequalities, assumptions and barriers in addressing the hygiene needs of trans patients. Ill-informed assumptions can lead to thoughtless care that can leave the patient feeling marginalised and discriminated against. The Nursing and Midwifery Council (2018b) stipulate the need to provide culturally competent care. There are many ways that a nurse can offer an even better care experience in promoting hygiene in a healthcare setting for these individuals.