Application of Empowerment Strategies for Gender Equality Among Nursing Students

NCT05260580 | Completed

• 1 other identifier: FJU-IRB C109027
• Study Type: interventional
• Target: 44
• Locations: 1 country
• Sites: 1

Brief Summary

Gender mainstreaming is a global development trend, as gender disparity has an impact on the development of the social, economic, political, and medical ecologies, as well as people's lives. Understand that gender education involves systematic and structured planning to break students' gender blindness. And to implement health and gender as essential foundations of human rights. Educators need to use systematic curriculum planning and design to conduct gender impact assessments on current curriculum, plans, or policies in the field of health care, so as to strengthen learners' analysis of health problems and consider gender factors at the same time. It is necessary to guide students to incorporate gender perspectives into their thinking so as to help students adopt diversified problem-solving strategies and actions in the care process. This study used a quasi-experimental research design. The students of a university nursing department were the research subjects. We had a total of 44 participants through a convenient sampling method (one class per week, two hours each time, for a total of 18 weeks). At the same time, we collected the subject's learning reflections on gender issues and conducted the content analysis. The gender stereotype and role attitude scale were used as instruments, and the data were analyzed by the paired t-test method using the software package SPSS 21.0. The research results showed that through the concept of empowerment, students can be enlightened about their gender concepts, explicit knowledge can be transformed into tacit knowledge, and the empowerment process can prompt individuals to truly understand, apply knowledge, and start from the subject experience of learning, also transforming their learning experience. Individuals can become aware of their behaviors, thereby generating problem-solving abilities and practical actions with the gender perspective.

Conditions

Gender Equality

Keywords

Medical system; gender equality; gender training; gender sensitivity

Outcome Measures

Primary Outcomes (4)

• The scale of Gender Role Stereotype

  The scale of Gender Role Stereotype Gender role stereotypes in the areas of personality traits, occupation, family issues, activities, and games are grouped into the theme dimensions of the questionnaire. For each item, there are three options. If the options are appropriate for both boys and girls, 1 point will be awarded; otherwise, no points will be awarded.

  Baseline, pre-intervention(T0)

• The scale of Gender Role Attitudes Scale

  The scale of Gender Role Attitudes Scale Gender role attitude questions, a total of six questions, according to the four levels of strongly disapprove, disapprove, agree, and strongly agree, designated as 1, 2, 3, and 4 points respectively, the higher the score, the more inclined to gender equality, autonomy, non-traditional gender role attitudes.

  Baseline, pre-intervention(T0)

• The scale of Gender Role Stereotype

  The scale of Gender Role Stereotype Gender role stereotypes in the areas of personality traits, occupation, family issues, activities, and games are grouped into the theme dimensions of the questionnaire. For each item, there are three options. If the options are appropriate for both boys and girls, 1 point will be awarded; otherwise, no points will be awarded.

  eighteen weeks after intervention(T1)

• The scale of Gender Role Attitudes Scale

  The scale of Gender Role Attitudes Scale Gender role attitude questions, a total of six questions, according to the four levels of strongly disapprove, disapprove, agree, and strongly agree, designated as 1, 2, 3, and 4 points respectively, the higher the score, the more inclined to gender equality, autonomy, non-traditional gender role attitudes.

  eighteen weeks after intervention(T1)

Study Arms (1)

Two-hour sessions per week for 18 weeks

EXPERIMENTAL

The classroom learning of study subjects and clinical care experience of in-service students are both very important in this intervention course. The teaching method will primarily focus on empowerment strategies, with support from the school's digital action learning platform for teaching-related activities.

Other: No Intervention: Routine care

Interventions

No Intervention: Routine care OTHER

Two-hour sessions per week for 18 weeks

Eligibility Criteria

• Age: 20 Years+
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64), Older Adult (65+)

You may qualify if:

• Students in a university nursing department (third year students) who have taken two credits of "Gender and Health Care" as an elective in a specific in-service class will be the study object of this project, as determined by a suitable sampling procedure.

You may not qualify if:

• Students that have selected "Gender and Health Care" but do not wish to participate in this study

Sponsors & Collaborators

• National Taipei University of Nursing and Health Sciences: lead

Study Sites (1)

National Taipei University of Nursing and Health Sciences

Taipei, Taipei City, 112303, Taiwan

Location

Related Publications (12)

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  PMID: 847061 RESULT

• Cheng LF, Yang HC. Learning about gender on campus: an analysis of the hidden curriculum for medical students. Med Educ. 2015 Mar;49(3):321-31. doi: 10.1111/medu.12628.

  PMID: 25693991 RESULT

• Anthony AS. Gender bias and discrimination in nursing education: can we change it? Nurse Educ. 2004 May-Jun;29(3):121-5. doi: 10.1097/00006223-200405000-00011.

  PMID: 15167580 RESULT

• Dyck JM, Oliffe J, Phinney A, Garrett B. Nursing instructors' and male nursing students' perceptions of undergraduate, classroom nursing education. Nurse Educ Today. 2009 Aug;29(6):649-53. doi: 10.1016/j.nedt.2009.02.003. Epub 2009 Mar 6.

  PMID: 19269071 RESULT

• Forneris SG, Peden-McAlpine C. Evaluation of a reflective learning intervention to improve critical thinking in novice nurses. J Adv Nurs. 2007 Feb;57(4):410-21. doi: 10.1111/j.1365-2648.2007.04120.x.

  PMID: 17291205 RESULT

• Hawks JH. Organizational culture and faculty use of empowering teaching behaviors in selected schools of nursing. Nurs Outlook. 1999 Mar-Apr;47(2):67-73. doi: 10.1016/s0029-6554(99)90071-4. No abstract available.

  PMID: 10227032 RESULT

• Kuokkanen L, Leino-Kilpi H, Numminen O, Isoaho H, Flinkman M, Meretoja R. Newly graduated nurses' empowerment regarding professional competence and other work-related factors. BMC Nurs. 2016 Mar 24;15:22. doi: 10.1186/s12912-016-0143-9. eCollection 2016.

  PMID: 27013927 RESULT

• Macintosh J. Gender-related influences in nursing education. J Prof Nurs. 2002 May-Jun;18(3):170-5. doi: 10.1053/jpnu.2002.125475.

  PMID: 12096366 RESULT

• Meadus RJ, Twomey JC. Men student nurses: the nursing education experience. Nurs Forum. 2011 Oct-Dec;46(4):269-79. doi: 10.1111/j.1744-6198.2011.00239.x.

  PMID: 22029770 RESULT

• Moore SC, Ward KS. Nursing Student Perceptions of Structural Empowerment. Nurs Educ Perspect. 2017 Jan/Feb;38(1):32-33. doi: 10.1097/01.NEP.0000000000000096.

  PMID: 29194241 RESULT

• Park S, Kwon DW, Kim D, Kim SH. Influences of gender-related perceptions and experiences on nursing professionalism: A cross-sectional study. Nurs Health Sci. 2019 Dec;21(4):515-522. doi: 10.1111/nhs.12636. Epub 2019 Aug 30.

  PMID: 31469236 RESULT

• Reitinger E, Lehner E, Pichler B, Heimerl K. ["Doing gender" in a nursing home for the elderly : Perspectives of staff and management]. Z Gerontol Geriatr. 2016 Dec;49(8):700-705. doi: 10.1007/s00391-016-1147-5. Epub 2016 Oct 28. German.

  PMID: 27796518 RESULT

Study Officials

• Chia-Jung Hsieh, PhD

  365,Ming-te Road,Peitou District,Taipei City

  STUDY DIRECTOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NA
• Masking: NONE
• Purpose: OTHER
• Intervention Model: SINGLE GROUP
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Ph.D., RN, Associate Professor

Model Details: one group (Experiment group)

Study Record Dates

• First Submitted: February 18, 2022
• First Posted: March 2, 2022
• Study Start: February 22, 2021
• Primary Completion: April 20, 2021
• Study Completion: February 18, 2022
• Last Updated: March 18, 2022

Record last verified: 2022-03

Data Sharing

• IPD Sharing: Will not share

Locations

TW (1)