Debate and Problem-Based Learning Enhance Long-Term Gender Sensitivity and Knowledge Among Nursing Students.
Background: Evidence on effective teaching methods to promote gender awareness in nursing education remains limited. Purpose: To compare the effectiveness of lecture-based learning (LBL), guided university debate (GUD), and problem-based learning (PBL) on gender-related competencies among undergradu...
| Publicado en: | Nurse Educator Vol. 51; no. 2; pp. 103 - 109 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts randomized controlled trial Journal Article |
| Publicado: |
Lippincott Williams & Wilkins
Mar/Apr2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=191774964&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 191774964 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 03633624 4EP jtl: Nurse Educator issn: 03633624 maglogo: N pubinfo: dt: Mar/Apr2026 vid: 51 iid: 2 pid: 433 pub: Lippincott Williams & Wilkins place: Baltimore, Maryland artinfo: ui: 191774964 191774964 191774964 10.1097/NNE.0000000000002062 191774964 ppf: 103 ppct: 6 formats: tig: atl: Debate and Problem-Based Learning Enhance Long-Term Gender Sensitivity and Knowledge Among Nursing Students. aug: au: Zamakola, Asier Arrieta, Haritz Arrue, Marta Zarandona, Jagoba Labaka, Ainitze affil: Author Affiliations: Department of Nursing II, Faculty of Medicine and Nursing, University of the Basque Country (UPV/EHU), Donostia-San Sebastián, Gipuzkoa, Spain (Drs Zamakola, Arrieta, Arrue, and Labaka) sug: subj: Teaching Methods Evaluation Sex Factors Debates and Debating Problem-Based Learning Student Knowledge Students, Nursing, Baccalaureate Pain Gender Role Human Spain Female Male Quasi-Experimental Studies Pretest-Posttest Design Prospective Studies Randomized Controlled Trials Random Assignment Questionnaires Scales Low Back Pain Gender Bias Statistical Significance Univariate Statistics Post Hoc Analysis Repeated Measures Analysis of Variance Data Analysis Software Descriptive Statistics Funding Source Female Male ab: Background: Evidence on effective teaching methods to promote gender awareness in nursing education remains limited. Purpose: To compare the effectiveness of lecture-based learning (LBL), guided university debate (GUD), and problem-based learning (PBL) on gender-related competencies among undergraduate nursing students. Methods: A quasi-experimental pre–post study involved first-year nursing students across 3 academic years, each receiving LBL (2021-2022), GUD (2022-2023), or PBL (2023-2024). Outcomes included gender knowledge, sensitivity, role ideology, and pain legitimation, measured at baseline, postintervention, and 6-month follow-up using validated scales. Results: GUD and PBL significantly improved gender knowledge compared to LBL, with effects sustained at 6 months. PBL showed a short-term increase in gender sensitivity, while GUD's improvements were more pronounced over time. No significant differences were found for gender role ideology or pain legitimation. Conclusions: Active methodologies, particularly GUD and PBL, are more effective than LBL for enhancing gender competence in nursing education. pubtype: Academic Journal doctype: research tables/charts randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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