Application of Empowerment Strategies for Gender Equality Among Nursing Students

March 3, 2022 updated by: Chia Jung Hsieh, National Taipei University of Nursing and Health Sciences

Application of Empowerment Strategies for Gender Equality Among Nursing Students in In-service Education

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.

Study Overview

Status

Completed

Conditions

Intervention / Treatment

Detailed Description

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.

Study Type

Interventional

Enrollment (Actual)

44

Phase

  • Not Applicable

Contacts and Locations

This section provides the contact details for those conducting the study, and information on where this study is being conducted.

Study Locations

  • Taiwan
    • Taipei City
      • Taipei, Taipei City, Taiwan, 112303
        • National Taipei University of Nursing and Health Sciences

Participation Criteria

Researchers look for people who fit a certain description, called eligibility criteria. Some examples of these criteria are a person's general health condition or prior treatments.

Eligibility Criteria

Ages Eligible for Study

20 years and older (Adult, Older Adult)

Accepts Healthy Volunteers

Yes

Genders Eligible for Study

All

Description

Inclusion Criteria:

  • 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.

Exclusion Criteria:

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

Study Plan

This section provides details of the study plan, including how the study is designed and what the study is measuring.

How is the study designed?

Design Details

  • Primary Purpose: Other
  • Allocation: N/A
  • Interventional Model: Single Group Assignment
  • Masking: None (Open Label)

Arms and Interventions

Participant Group / Arm
Intervention / Treatment
Experimental: Two-hour sessions per week for 18 weeks
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

What is the study measuring?

Primary Outcome Measures

Outcome Measure
Measure Description
Time Frame
The scale of Gender Role Stereotype
Time Frame: Baseline, pre-intervention(T0)
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
Time Frame: Baseline, pre-intervention(T0)
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
Time Frame: eighteen weeks after intervention(T1)
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
Time Frame: eighteen weeks after intervention(T1)
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)

Collaborators and Investigators

This is where you will find people and organizations involved with this study.

Sponsor

National Taipei University of Nursing and Health Sciences

Investigators

  • Study Director: Chia-Jung Hsieh, PhD, 365,Ming-te Road,Peitou District,Taipei City

Publications and helpful links

The person responsible for entering information about the study voluntarily provides these publications. These may be about anything related to the study.

General Publications

Study record dates

These dates track the progress of study record and summary results submissions to ClinicalTrials.gov. Study records and reported results are reviewed by the National Library of Medicine (NLM) to make sure they meet specific quality control standards before being posted on the public website.

Study Major Dates

Study Start (Actual)

February 22, 2021

Primary Completion (Actual)

April 20, 2021

Study Completion (Actual)

February 18, 2022

Study Registration Dates

First Submitted

February 18, 2022

First Submitted That Met QC Criteria

February 18, 2022

First Posted (Actual)

March 2, 2022

Study Record Updates

Last Update Posted (Actual)

March 18, 2022

Last Update Submitted That Met QC Criteria

March 3, 2022

Last Verified

March 1, 2022

More Information

Terms related to this study

Keywords

Other Study ID Numbers

  • FJU-IRB C109027

Plan for Individual participant data (IPD)

Plan to Share Individual Participant Data (IPD)?

NO

Drug and device information, study documents

Studies a U.S. FDA-regulated drug product

No

Studies a U.S. FDA-regulated device product

No

This information was retrieved directly from the website clinicaltrials.gov without any changes. If you have any requests to change, remove or update your study details, please contact register@clinicaltrials.gov. As soon as a change is implemented on clinicaltrials.gov, this will be updated automatically on our website as well.

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