Other Titles
Leading the Charge in ADvanced Competency: Integrating Male Urinary Teaching ASsociates (MUTA) and Genitourinary Teaching Associates (GUTA) into Graduate Nursing Education [Title Slide]
Abstract
Graduate nursing education is undergoing a significant transformation as academic institutions are required to prepare their learners to meet the evolving needs of a complex healthcare system. This requires them to be prepared to care for patients with diverse healthcare needs, while also meeting the expectations of nursing regulatory and accrediting organizations. One of these requirements is the transition toward competency-based education. This transition to competency-based education requires faculty to employ pedagogical approaches that demonstrate consistent, measurable development of clinical knowledge, skill acquisition, and professional attitudes. Research has validated the effectiveness of incorporating diverse simulation experiences throughout the curriculum as a method to validate competencies not only in nursing but also in other healthcare professions. Simulation research has also been proven to be a critical strategy in meeting the demands, particularly in areas involving sensitive examinations where traditional teaching approaches remain limited.
This presentation examines the integration of the male urogenital and the gynecologic teaching associates (MUTA/GUTAs) as an evidence-based methodology to advance competency development among advanced practice nursing students. Although the literature strongly supports the effectiveness of MUTA/GUTA instruction in medical education, its application within graduate nursing programs is minimal. Consequently, there is a gap in both practice and scholarship regarding its potential to strengthen nursing students’ preparedness for real-world clinical encounters involving sensitive examinations.
We describe our university’s systematic development, implementation, and ongoing refinement of a MUTA/GUTA curriculum within an advanced practice nursing program. Faculty reported enhanced teaching effectiveness, and patient-partners noted consistent adherence to respectful, safe, and evidence-informed examination techniques.
The outcomes suggest that integrating MUTA/GUTA methodologies into graduate nursing curricula strengthens the rigor, standardization, and experiential depth required for contemporary practice. This presentation contributes to the emerging body of scholarship supporting the expansion of MUTA/GUTA training within advanced nursing education.
Notes
References:
Cusanno, B. R. (2023). “What Do You Do if They Say ‘No’?”: Agency, Materiality, and Justice in Pelvic Exams. Health Communication, 38(5), 1065–1070. https://doi-org.proxy-bs.researchport.umd.edu/10.1080/10410236.2022.2159134
Deesaen, Nisakorn, Sutantikorn, Kongpop, Phonngoenchai, Punyanuch, Chaiyamahapruk, Sakchai, & Amatyakul, Patcharada. (2022). Patients’ attitude and factors influencing the acceptance of medical students’ participation in pelvic examination. Asia Pacific Scholar (.Online), 7(1), 87–97. https://doi.org/10.29060/TAPS.2022-7-1/OA2519
Hopkins, H., Weaks, C., Webster, T., & Elcin, M. (2021). The association of standardized patient educators (ASPE) gynecological teaching associate (GTA) and male urogenital teaching associate (MUTA) standards of best practice. Advances in simulation (London, England), 6(1), 23. https://doi.org/10.1186/s41077-021-00162-4
Kelly, Katherine, Wilder, Lauren, Bastin, Jessica, Lane-Cordova, Abbi, Cai, Bo, & Cook, James. (2023). Utility of Gynecological Teaching Associates. Cureus (Palo Alto, CA), 15(6), e40601. https://doi.org/10.7759/cureus.40601
Nelson, Erin L. (2016). Teaching the Female Breast and Pelvic Exam: A Student- and Patient-Centered Approach. MedEdPORTAL, 12. https://doi.org/10.15766/mep_2374-8265.10399
Ren, He-Ya1; Sun, Zhi-Jing1,; Zhu, Lan1; Lang, Jing-He1; Pan, Hui2; Wu, Xia3. A Curriculum Using Simulation Models to Teach Gynecology and Obstetrics to Trainees. Chinese Medical Journal 130(8):p 997-1000, April 20, 2017. | DOI: 10.4103/0366-6999.204116
Sigma Membership
Alpha Gamma Xi
Lead Author Affiliation
Bowie State University, Bowie, Maryland, USA
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Simulation, Competence, Teaching and Learning Strategies, Graduate Nursing Education, Nursing Education, Advanced Practice Registered Nurses, Outcome-Based Education, Genitourinary Organs, Clinical Competence
Recommended Citation
Williams, Janice Ketcham, "Leading the Charge in Advanced Competency: Through MUTA/GUTA Training in Graduate Nursing Education" (2026). International Nursing Research Congress (INRC). 330.
https://www.sigmarepository.org/inrc/2026/presentations_2026/330
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
2026-09-29
Leading the Charge in Advanced Competency: Through MUTA/GUTA Training in Graduate Nursing Education
Toronto, Ontario, Canada
Graduate nursing education is undergoing a significant transformation as academic institutions are required to prepare their learners to meet the evolving needs of a complex healthcare system. This requires them to be prepared to care for patients with diverse healthcare needs, while also meeting the expectations of nursing regulatory and accrediting organizations. One of these requirements is the transition toward competency-based education. This transition to competency-based education requires faculty to employ pedagogical approaches that demonstrate consistent, measurable development of clinical knowledge, skill acquisition, and professional attitudes. Research has validated the effectiveness of incorporating diverse simulation experiences throughout the curriculum as a method to validate competencies not only in nursing but also in other healthcare professions. Simulation research has also been proven to be a critical strategy in meeting the demands, particularly in areas involving sensitive examinations where traditional teaching approaches remain limited.
This presentation examines the integration of the male urogenital and the gynecologic teaching associates (MUTA/GUTAs) as an evidence-based methodology to advance competency development among advanced practice nursing students. Although the literature strongly supports the effectiveness of MUTA/GUTA instruction in medical education, its application within graduate nursing programs is minimal. Consequently, there is a gap in both practice and scholarship regarding its potential to strengthen nursing students’ preparedness for real-world clinical encounters involving sensitive examinations.
We describe our university’s systematic development, implementation, and ongoing refinement of a MUTA/GUTA curriculum within an advanced practice nursing program. Faculty reported enhanced teaching effectiveness, and patient-partners noted consistent adherence to respectful, safe, and evidence-informed examination techniques.
The outcomes suggest that integrating MUTA/GUTA methodologies into graduate nursing curricula strengthens the rigor, standardization, and experiential depth required for contemporary practice. This presentation contributes to the emerging body of scholarship supporting the expansion of MUTA/GUTA training within advanced nursing education.
Description
We present our university’s development and refinement of a MUTA/GUTA curriculum in an advanced practice nursing program. Aligned with competency-based standards, the model integrates faculty training and patient-partner involvement. Evaluation shows improved student technical skills, communication, confidence, and delivery of patient-centered care.