Other Titles
PechaKucha Presentation
Abstract
Background: A critical gap persists in global nursing education concerning practical training for communication with gender-diverse individuals. Insufficient preparation contributes to discomfort and miscommunication in clinical interactions, compromising culturally safe and equitable patient care. Addressing this gap requires innovative, evidence-based, and inclusive educational solutions.
Objectives: This study describes the systematic development and initial validation of the CICARE Rainbow Communication system—a digital microlearning intervention designed to enhance nursing students’ competence in communicating with gender-diverse patients.
Design: A multi-phase developmental research design was adopted, encompassing a qualitative needs analysis, system design and development, and expert content validation.
Methods: An initial qualitative study explored the lived experiences and educational needs through in-depth interviews with 9 LGBTQ+ individuals with healthcare backgrounds and 11 experienced healthcare providers. Thematic analysis identified training priorities that informed the instructional framework. The system, built on the CICARE communication model and microlearning principles, underwent expert review for content validity.
Results: Four key themes emerged: (1) identity and social interaction, (2) healthcare experiences, (3) psychosocial challenges, and (4) the need for inclusive professional education. These findings led to the development of a five-module microlearning system covering foundational knowledge, inclusive environments, clinical situations, CICARE skills, and scenario-based practice. The system features interactive videos, simulations, and discussion forums. Expert evaluation demonstrated strong content validity (CVI = 0.95).
Conclusions: The CICARE Rainbow Communication system effectively translates stakeholder-informed needs into a theory-based, technology-enhanced learning intervention. It provides a feasible and scalable approach to strengthening communication competence, fostering inclusivity, and advancing cultural safety in nursing education. Ongoing studies are assessing its implementation outcomes in academic and clinical contexts.
Notes
References:
1. Block, B. L., Obedin-Maliver, J., Kung, A., & Lunn, M. R. (2022). Incorporating LGBTQ+ cultural competence into digital learning platforms: A mixed-methods evaluation. BMC Medical Education, 22, 315. https://doi.org/10.1186/s12909-022-03345-7
2. Choi, H., Jeon, Y., Lee, U., Ahn, J., & Kim, H. (2023). Technology-based interactive communication simulation for nurses: A repeated-measures design. Nurse Education Today, 128, 105879. https://doi.org/10.1016/j.nedt.2023.105879
3. Fadus, M. C. (2019). Communication gaps with LGBTQ patients in undergraduate nursing education. Nurse Educator, 44(3), 128–133. https://doi.org/10.1097/NNE.0000000000000584
4. She, L., & Xu, H. (2023). Implementation of the CICARE model to improve nurse–patient interactions in surgical wards: A pilot study. Journal of Nursing Management, 31(2), 305–313. https://doi.org/10.1111/jonm.13783
5. She, S. J., & Xu, Y. Y. (2023). Effect of CICARE communication nursing model combined with motivational psychological intervention in patients with post-intensive care unit syndrome. World Journal of Psychiatry, 13(9), 707-713. https://doi:10.5498/wjp.v13.i9.707
Sigma Membership
Lambda Beta at-Large
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Qualitative Research
Keywords:
Competence, Teaching and Learning Strategies, Simulation, Global Nursing Education, Communication, Gender-Diverse Patients
Recommended Citation
Su, Mei-Chen and Tseng, Pei-Yun, "Developing the “CICARE Rainbow Communication” Microlearning System for LGBTQ+ Nursing Education" (2026). International Nursing Research Congress (INRC). 22.
https://www.sigmarepository.org/inrc/2026/presentations_2026/22
Conference Name
37th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Toronto, Ontario, Canada
Conference Year
2026
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2026-07-22
Developing the “CICARE Rainbow Communication” Microlearning System for LGBTQ+ Nursing Education
Toronto, Ontario, Canada
Background: A critical gap persists in global nursing education concerning practical training for communication with gender-diverse individuals. Insufficient preparation contributes to discomfort and miscommunication in clinical interactions, compromising culturally safe and equitable patient care. Addressing this gap requires innovative, evidence-based, and inclusive educational solutions.
Objectives: This study describes the systematic development and initial validation of the CICARE Rainbow Communication system—a digital microlearning intervention designed to enhance nursing students’ competence in communicating with gender-diverse patients.
Design: A multi-phase developmental research design was adopted, encompassing a qualitative needs analysis, system design and development, and expert content validation.
Methods: An initial qualitative study explored the lived experiences and educational needs through in-depth interviews with 9 LGBTQ+ individuals with healthcare backgrounds and 11 experienced healthcare providers. Thematic analysis identified training priorities that informed the instructional framework. The system, built on the CICARE communication model and microlearning principles, underwent expert review for content validity.
Results: Four key themes emerged: (1) identity and social interaction, (2) healthcare experiences, (3) psychosocial challenges, and (4) the need for inclusive professional education. These findings led to the development of a five-module microlearning system covering foundational knowledge, inclusive environments, clinical situations, CICARE skills, and scenario-based practice. The system features interactive videos, simulations, and discussion forums. Expert evaluation demonstrated strong content validity (CVI = 0.95).
Conclusions: The CICARE Rainbow Communication system effectively translates stakeholder-informed needs into a theory-based, technology-enhanced learning intervention. It provides a feasible and scalable approach to strengthening communication competence, fostering inclusivity, and advancing cultural safety in nursing education. Ongoing studies are assessing its implementation outcomes in academic and clinical contexts.
Description
This study developed and validated the CICARE Rainbow Communication digital microlearning system to enhance nursing students’ skills in communicating with gender-diverse patients. Grounded in stakeholder needs and the CICARE model, the system demonstrated strong content validity and represents an innovative tool to advance inclusivity and communication competence in nursing education.