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Debate and Problem-Based Learning Enhance Long-Term Gender Sensitivity and Knowledge Among Nursing Students
Asier Zamakola1, Haritz Arrieta, Marta Arrue
1Author 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); Biogipuzkoa Health Research Institute, Breast Cancer Group, Donostia-San Sebastián, Gipuzkoa, Spain (Dr Arrieta); Vitoria-Gasteiz Nursing School, Osakidetza-Basque Health Service, Vitoria-Gasteiz, Araba, Spain (Dr Zarandona).; and Bioaraba Health Research Institute, Basque Nurse Education Research Group, Vitoria-Gasteiz, Araba, Spain (Dr Zarandona).
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.
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