Leading with Inclusion: How A Loyalist Nursing Professor is Advancing Gender-Affirming Care Education 

When Loyalist College Nursing professor Ashley Jackson, RN, MScN, discovered Rainbow Health Ontario’s professional development courses for health care providers, she saw an opportunity to deepen her understanding of inclusive nursing care and bring new knowledge back to her students. 

“The courses were affordable, accessible, and the content was incredible,” she says. “After taking one, I wanted to take them all.” 

A registered nurse and passionate educator, Ashley completed several of Rainbow Health Ontario’s (RHO) gender-affirming care courses, including training in hormone therapies, surgical assessment, and post-operative care. Her learning reflects a broader strength within Loyalist’s nursing education team, where faculty continually update their knowledge to align with emerging health needs and best practices. Ashley’s work is one example of that shared commitment to lifelong learning and high-quality, inclusive teaching. What began as professional curiosity soon became a personal mission. 

“I started learning more when I saw how long patients had to wait for gender-affirming care — sometimes six months to over a year,” she explains. “As nurses, we have a responsibility to keep learning and to identify gaps in care. I thought, ‘If I can understand this better, maybe I can help change that.’” 

In the nursing simulation labs, the Bachelor of Science in Nursing (BScN) program incorporates diverse patient scenarios that encourage students to practice gender-inclusive communication in a safer environment. 

“One of our simulated patients is non-binary,” she explains. “It gives students the chance to ask about pronouns, to make a mistake, to correct it and to get more comfortable. It’s about building confidence through practice.” 

Ashley’s approach acknowledges that learning about gender-affirming care can feel unfamiliar at first. “Every class has a range of comfort levels,” she says. “Some students have lived experience; others are hearing these terms for the first time. By the end, you see them move toward a more holistic understanding of gender identity and inclusive care.” 

That learning has extended far beyond the classroom. Last year, fourth-year BScN students developed a trans health training module for Personal Support Worker (PSW) students at Loyalist. 

“It’s one of those ripple effects that you hope for as an educator,” Ashley says. “When students take what they’ve learned and turn it into action, you know it’s making a difference.” 

For Ashley, representation plays a vital role in that process. She is one of several educators in the BScN program working to create learning environments where students feel supported, included, and prepared to care for diverse patient populations. “As a queer nursing educator, I know how powerful it can be for students to see themselves reflected in their professors,” she says. “It reminds them that they belong in this field, and that they can help shape what health care looks like for everyone.”  

Her advocacy doesn’t stop in the classroom. Ashley continues to collaborate with Rainbow Health Ontario and connects with local clinics to explore how registered nurses can help increase access to gender-affirming care, particularly in underserved areas. She also hopes to bring people with lived experience into future teaching and research projects and dreams of developing a micro-credential in gender-affirming healthcare. 

“I don’t ever want to speak for people with lived experience,” she emphasizes. “But I do want to use my position to amplify their voices and ensure their expertise is part of how we educate future nurses.” 

For Ashley, the work is ongoing: a balance of advocacy, empathy, and education. “There’s still so much to do,” she says. “But every small change, every conversation, every lesson helps create a health care system where everyone feels seen, respected, and cared for.”