ArticleAdvances in medical education and practice2026
Gender-Inclusive Pedagogy: Designing Effective Instructional Strategies for Male Nursing Students in Obstetric and Gynecological Nursing Education.
Article in Advances in medical education and practice, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Background: Male nursing students face distinctive challenges in obstetrics and gynecology (OB-GYN) nursing education, influenced by social perceptions and the specialty's gender dynamics. Objective: This study aimed to develop effective instructional strategies addressing male students' learning challenges in OB-GYN. Methods: Using a mixed-method design (qualitative interviews, focus groups, expert workshops, Delphi survey), the prototype of instructional strategies was created based on design thinking and the Medical Research Council (MRC) framework. A non-randomized trial (n = 56) tested the 10-week intervention in a 2025 OB-GYN undergraduates' course at Wuxi Taihu University, assessing academic performance, knowledge application/transfer (teacher-rated), and competency (self-reported). Results: The experimental group demonstrated significantly better knowledge application/transfer skills (t = 2.206, P = 0.034) and higher overall competency levels (t = 2.207-4.359, P < 0.05) compared to controls. Regression analysis confirmed the instructional strategies (β = 0.298, P < 0.001), academic performance (β = -1.062, P = 0.001), and knowledge application skills (β = 1.674, P < 0.001) as significant predictors of self-reported competency, explaining 68.5% of variance. Conclusion: The evidence-based instructional strategies effectively enhance practical skills and professional competencies in OB-GYN nursing education. While promising, further multi-center trials with larger samples are recommended to validate these findings and assess long-term impacts on professional development.
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