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 |