Background: Nursing and allied health students' transgender and gender-diverse (TDG) perspectives are essential to creating relevant educational programs and a more inclusive healthcare system for all genders.
Purpose: To investigate the associations of TGD knowledge and attitudes, gender sensitivity, gender role ideology towards patients, and gender role ideology towards health professions.
Methods: Cross-sectional, correlational design study participated by nursing and allied health students (n=610). Descriptive and inferential statistics were used to analyze the data.
Discussion: TGD knowledge and attitudes were positively associated with gender sensitivity, gender role ideology towards patients, and health professions. Gender sensitivity mediated the indirect effects of TGD knowledge and attitudes on gender role ideology towards patients and health professions.
Conclusion: This study underscores the critical role of nursing and allied health students, their institutions, and instructors in fostering a positive knowledge, attitudes, sensitivity, and ideology towards people who are TGD to sustain gender equity.
Keywords: Allied health students; Attitudes; Gender role ideology; Gender sensitivity; Gender-diverse knowledge; Health professions; Patients; Transgender.
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