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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).

|November 20, 2025

Summary

This summary is machine-generated.

Active learning methods like guided university debate (GUD) and problem-based learning (PBL) significantly improve gender knowledge and sensitivity in nursing students compared to traditional lectures. These gains are sustained long-term.

Keywords:

clinical competence gender equity gender identity nursing education research teaching

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Area of Science:

Nursing Education
Medical Pedagogy
Gender Studies

Background:

Limited evidence exists on effective teaching strategies for promoting gender awareness in nursing education.
Addressing gender-related competencies is crucial for equitable healthcare delivery.

Purpose of the Study:

To compare lecture-based learning (LBL), guided university debate (GUD), and problem-based learning (PBL) effectiveness.
To assess the impact of these methods on undergraduate nursing students' gender-related competencies.

Main Methods:

A quasi-experimental pre-post study design was employed across three academic years.
First-year nursing students were assigned to LBL, GUD, or PBL interventions.
Validated scales measured gender knowledge, sensitivity, role ideology, and pain legitimation at baseline, postintervention, and 6-month follow-up.

Main Results:

Guided university debate (GUD) and problem-based learning (PBL) significantly enhanced gender knowledge compared to lecture-based learning (LBL).
Improvements in gender knowledge persisted at the 6-month follow-up for GUD and PBL.
Problem-based learning (PBL) demonstrated a short-term increase in gender sensitivity, while guided university debate (GUD) showed sustained improvement over time.
No significant differences were observed in gender role ideology or pain legitimation across the groups.

Conclusions:

Active learning methodologies, specifically GUD and PBL, are superior to LBL in improving gender competence among nursing students.
These findings support the integration of active learning strategies to enhance gender-related competencies in nursing curricula.