• Pedi 2201 Discussion Board
• Discussion Topic
• Due Oct 5, 2025 23:59
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• Discussion Topic
• Due April 12 at 23:59
• Available on Jan 27, 2026 00:01. Access restricted before availability starts.
• Available until Apr 12, 2026 23:59. Access restricted after availability ends.

Introduction

• Hi class, I wanted to give you the opportunity to explore nursing management of the gender diverse child, which is not hardly mentioned, if at all, in your text. This population has unique challenges, and needs health care providers familiar with the standards of care to address such. Nurses should be prepared to create evidence-based plans of care for gender diverse children. When I was completing my masters in 2012, the diagnosis of gender identity disorder was discussed in my Nelsons Textbook of Pediatrics (Behrman, Kliegman, & Nelson, 2004). My educational coordinator advised me to study it, aside from my regular studies, since it has been long considered the gold standard in pediatric medicine. That diagnosis has been since eliminated, and I have observed standards of care for gender diverse youth evolve, as outcome focused and evidenced-based knowledge increases. This is a great example of how, in striving for best patient outcomes, evidence may serve to challenge established care models. As scientists, we recognize that bias can influence how care models are developed; And, beliefs and biases may develop around and about established structures.
• Personally, I truly care about and like to think of myself as being diversity sensitive. Thus, it really shook up my belief system about 10 years ago, when I realized I had significant bias related to gender diversity. Gender diverse people exist all over the world and, despite erasure, are represented throughout history. A case in point, are the Two-Spirit indigenous people (see video clips).

Instructions

• Watch the video clips and examine the literature provided. I recommend that you at least skim the first two document links, and read fully the JPEDHC article before starting your case study. To receive full credit, you will need to create an original posting from one of the four cases below, and respond to two peers (see the rubric). Try to respond to peers who have chosen case studies other than your own. Approach with nursing holism. In other words, consider what the case individual needs: To achieve optimum wellness; And, develop into an adult with their best outcomes physically, mentally, emotionally, spiritually, occupationally, and more. How might the nurse help the patient preserve, increase, and maximize their health protective factors, while minimizing health inhibiting factors? Remember you are partnering with the patient and/or family. What information do you need to gather from them, or other resources? How do you assure standards of care while maintaining a patient/family centered plan of care? Take into account health promoting and inhibiting factors, as well as cultural, socioeconomic, legal, health care access, etc.. What nurse-patient teaching is indicated? The nursing ADPIE (assessment, diagnosis, plan, intervention, evaluation) model may be helpful in designing your post. The initial post should be about 200-350 words, and peer replies about 100-250 words, with APA formatted citations and references. Robust discussions can be expected with this topic, which can be great learning experiences. I intend this forum to be a safe place, where sharing and exchanging ideas, experiences, and knowledge is peer supported, valued, and respected. This assignment will account for 10% of your grade.

Case Study 1

• E is 3 years old, living with his twin sister, mom, and dad in a small town. Es family are well-established in the community and the family has insurance through Moms job. Ethan loves coloring, playing with cars, and laughing with his sister. During…visits, the family interactions present as appropriate and loving.
• E began talking about his gender as a boy at 2 12 years old. He regularly says he is a boy, wants to wear boy clothes, and questions his own body, (i.e., when the boy parts will grow in). Mom says E is using the name provided at birth, and she/her pronouns in general, but the child has expressed a desire to be called Ethan, and have a hairstyle like Daddys. E is allowed to wear boy clothes at home for play time, but wants to wear them all the time. E appears shy and reserved, though warms up quickly and wants to play.

Case Study 2

• Blake is 11 years old, the middle child of three kids living with their mom, Faith; Blakes dad lives in another state. Although they live within an urban city, their home was situated on the outskirts of town, giving it a more rural feel… Blake shared his joy of cats, art, and rock collecting, as well as experimenting with make-up and fancy clothes. In clinic, the family often has spirited conversations, sometimes openly disagreeing with each others take on situations, but also demonstrating closeness and care.
• Blake has been exploring his gender and sexuality for a few years. He reported feeling both like a boy and non-binary, as well as bisexual, but expressed no desire to change his name or pronouns from those assigned at birth. He described liking make-up, high heels, and dresses. At times, Faith questioned this and Blake would respond adamantly that liking these things did not make him a girl. He is about to start 6th grade, and wants to wear makeup to school, like his sister did at the same age.
• However, Blake has indicated no desire for any medical transition or gender-related care at this time. (Paceley, et. al., 2021).

Case Study 3

• Maliya, a transgender female youth, is being admitted to a medical floor needing ongoing intravenous antibiotics for a complicated pyelonephritis. At age 14, she was living in Jamaica with her Mom and grandparents, when her grandmother saw her playing with makeup. Maliya was told she was a boy and boys do not play with makeup. {She} hid her passion for makeup,…but was still seen as different….Bullying became violent. Maliya was forced to drop out of school. Concerned for her safety,…Malayas Mom gave her money to travel to the U.S.. Maliya met a friend on Facebook who said she could stay with him. When Maliya was asked to trade sex for housing, she did not know what to do. She felt stuck and afraid because the man threatened her with deportation. She ended up leaving and sleeping on the subway, where she met other youth…who helped her navigate the streets…

Case Study 4

• Mohammed, age 15, is seeking a prescription from an LGBTQ+ community clinic for testosterone to feel more like himself in his body. Mohammed was assigned female at birth and describe being desperate for hormone therapy, as he has been continuously traumatized by experiencing female puberty (e.g., growing breasts and menses).
• After taking testosterone, Mohammed believes he would be much happier. He states, “I know what T [testosterone] will do to my body and I understand the side-effects…l’ve told my grandma that I will never be happy until I get the medication I need.” Mohammed describes daily ridicule and rejection based on his gender identity. Despite, Mohammed still earns good grades. His family physician referred him with worry that Mohammed “will leave home and access street hormones, as well as become disconnected from his family.” Furthermore, she worried that continuing experiences with rejection will increase Mohammeds risk for self harm.
• Mohammed lives with his grandmother, Jean, and his biological mother, Maya, who struggles with addiction. The family expressed love for Mohammed, have provided gender-neutral clothing, and indicated that he will not be kicked out of the home.
• However, grandmother Jean stated her belief that “homosexuality is grotesque and against nature…my granddaughter drawing thick eyebrows and facial hair on her face is ridiculous and embarrassing.” Jean was willing to concede that Mohammed’s interest in medically transitioning was “a thing one can choose to do without parental consent only after one turns 18.” All the family members use she/her pronouns and refer to Mohammed as their “daughter” or “granddaughter.”
• References
• Abramovich, A., & Shelton, J. (Eds.). (2017). Where Am I Going to Go? Intersectional Approaches to Ending LGBTQ2S Youth Homelessness in Canada & the U.S. Toronto: Canadian Observatory on Homelessness Press.
• Behrman R. E. Kliegman R. M. & Nelson W. E. (2004). Nelson textbook of pediatrics (17th ed.). Saunders.
• Paceley, M. S., Ananda, J., Thomas, M. M. C., Sanders, I., Hiegert, D., & Monley, T. D. (2021). “I Have Nowhere to Go”: A Multiple-Case Study of Transgender and Gender Diverse Youth, Their Families, and Healthcare Experiences. International journal of environmental research and public health, 18(17), 2019.