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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.
Gender mainstreaming is an important international trend, and staff in the health care system are also affected by this trend, and jointly advocate for the implementation of gender sensitivity in the medical care field. Therefore, it is understood that the promotion of gender education requires systematic and structural planning to break the gender blindness of students and to implement health and gender as an important basis for 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.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| 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. |
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| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| No Intervention: Routine care | Other |
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| Measure | Description | Time Frame |
|---|---|---|
| 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) |
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Inclusion Criteria:
Exclusion Criteria:
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| Name | Affiliation | Role |
|---|---|---|
| Chia-Jung Hsieh, PhD | 365,Ming-te Road,Peitou District,Taipei City | Study Director |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| National Taipei University of Nursing and Health Sciences | Taipei | Taipei City | 112303 | Taiwan |
| PubMed Identifier | Type | Citation | Retractions |
|---|---|---|---|
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| 25693991 | 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. |
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one group (Experiment group)
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| 31469236 | 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. |
| 27796518 | 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. |