Date of Award

2026-08-31

Degree Name

PhD Nursing

Dissertation Committee

Razel B. Milo, PhD, DNP, MSN, FNP-C, Chairperson; Cynthia D. Connelly, PhD, RN, FAAN, Committee Member; Nicole Martínez, PhD, RN, FNP-BC, ENP-C, FAANP, Committee Member

Keywords

gynecological teaching associates, qualitative research, pelvic examination education, simulation-based education

Abstract

Background: Gynecological Teaching Associates (GTAs) are recognized as the gold standard for teaching pelvic examination skills, contributing to improvements in learners' technical competence, patient-centered communication, and confidence. While prior research has focused on learner outcomes, little is known about the lived experiences of GTAs.

Purpose/Aims: This qualitative descriptive study explored the lived experiences of GTAs. The study aimed to understand how GTAs perceive their role as educators, how they experience the emotional labor associated with teaching intimate examinations, and what institutional and interpersonal factors support their wellbeing and professional fulfillment.

Methods: A qualitative descriptive design was used. Ten GTAs from the United States and Canada were recruited through purposive sampling via the International Gynecological Teaching Associate/Male Urogenital Teaching Associate Association. Participants completed semi-structured virtual interviews, which were audio-recorded, transcribed, and analyzed using Braun and Clarke's reflexive thematic analysis.

Findings: Four major findings emerged: (a) GTAs are expert educators who teach far beyond technical pelvic examination skills through embodied expertise and patient-perspective feedback; (b) emotional labor is inherent to GTA practice, with participants describing the creation of psychologically safe learning environments as one of the most meaningful yet demanding aspects of their work; (c) institutional investment, including onboarding, mentorship, and organizational recognition, shapes educator wellbeing and professional fulfillment; and (d) professional community sustains GTA practice throughmentorship, shared learning, and validation of the educator role. Collectively, these findings shift the understanding of GTAs from instructional resources to expert educators who cultivate technical competence, communication, empathy, professionalism, and patient-centered care.

Implications for Research: Future research should evaluate interventions to strengthen GTA onboarding, mentorship, and educator support while examining the relationship between educator well-being and learner outcomes. Additional studies are needed to explore best practices across institutions and to investigate how investment in GTA educators ultimately influences patient experiences and quality of care during intimate examinations.

Document Type

Dissertation: Open Access

Department

Nursing

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