Validity and reliability of the Persian version of the gender equity scale in nursing education

Gender equality in nursing education is a crucial issue that needs attention. It involves ensuring that both female and male nursing students have equal opportunities, treatment, and experiences in education. The aim of this study was to determine the psychometric properties of the Persian version of the gender equity scale in nursing education (P-GES-NE) among Iranian students.

In a methodological study carried out from April to July 2024, a sample of 621 Iranian students was selected using a convenience sampling method. 621 nursing students participated in this study to ensure construct validity with two samples. The P-GES-NE utilized in the study was translated, and its psychometric properties were evaluated through assessments of construct validity, including exploratory and confirmatory factor analysis, convergent and divergent validity. Furthermore, the study examined the internal consistency of the scale to ensure its reliability.

The mean age of the participants was 21.60 (SD = 2.34) years. The results of the Maximum Likelihood exploratory factor analysis identified three factors that explained 43.77% of the variance across 14 items. The results of confirmatory factor analysis showed that the data fit the model. As for internal consistancy for all factorss were acceptable, demonstrating good internal consistency and construct reliability.

The findings affirm the appropriateness of employing the Persian iteration of the P-GES-NE as a dependable and valid scale for assessing gender equity in nursing education among nursing students. It can help nursing programs identify and address gender equity concerns to create a more equitable learning environment for all students. This study was done in Iran, where the culture is Islamic. The findings may only apply to Iranian culture and may not be relevant to other cultures.