- Research Article
- 10.1097/nne.0000000000002062
Debate and Problem-Based Learning Enhance Long-Term Gender Sensitivity and Knowledge Among Nursing Students.
- Feb 01, 2026
- Nurse educator
- Asier Zamakola + 4 more +4
Evidence on effective teaching methods to promote gender awareness in nursing education remains limited. 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. 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. GUD and PBL significantly improved gender knowledge compared to LBL, with effects sustained at 6months. 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. Active methodologies, particularly GUD and PBL, are more effective than LBL for enhancing gender competence in nursing education.
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