Gender EqualityNCT05260580
Application of Empowerment Strategies for Gender Equality Among Nursing Students
A study of Gender Equality, run by National Taipei University of Nursing and Health Sciences at 1 site in Taiwan.
Trial 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. Read more about this study
- Who is it for?
- Ages 20 years and olderHealthy volunteers can take part
- Conditions the study is for
- Gender Equality
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 44 participants
- Where
- 1 siteTaiwan
- Study dates
- 22 Feb 2021to 18 Feb 2022
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 20 years and older
- All sexes
- Healthy volunteers accepted
- Adult, Older adult
Who may be able to join
- 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.
Who cannot join
- Students that have selected "Gender and Health Care" but do not wish to participate in this study
Trial locations and contacts
1 site in 1 country.
Taiwan1 site
National Taipei University of Nursing and Health Sciences
Taipei, Taipei City, 112303
About this study
Official title: 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.
Read the 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.
- Conditions
- Gender Equality
- Being tested
- No Intervention: Routine care
- Keywords
- Medical system, gender equality, gender training, gender sensitivity
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
No Intervention: Routine careOther
| Study group | Role | What they receive |
|---|---|---|
| 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. Receives: Other: No Intervention: Routine care |
What is being measured
The primary outcome is the main question the study is designed to answer.
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.
Measured: 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.
Measured: 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.
Measured: 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.
Measured: eighteen weeks after intervention(T1)
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted2 Mar 2022
- Study start22 Feb 2021
- Primary completion20 Apr 2021
- Study completion18 Feb 2022
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (12)Papers the sponsor has linked to this study.
- Other trials for Gender EqualityStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Other
- Allocation
- Not applicable
- Intervention model
- Single group
- Model description
- one group (Experiment group)
- Masking
- None (open label)
- Enrolment
- 44 participants (actual)
Sponsor and investigators
- Lead sponsor
- National Taipei University of Nursing and Health Sciences
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Chia Jung Hsieh, National Taipei University of Nursing and Health Sciences
- Investigators
- Chia-Jung Hsieh, PhD, Study director, 365,Ming-te Road,Peitou District,Taipei City
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT05260580
- Sponsor's protocol ID
- FJU-IRB C109027
- Status last verified
- Mar 2022
- First submitted
- 18 Feb 2022
- Last updated
- 18 Mar 2022
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Publications
Bandura A. Self-efficacy: toward a unifying theory of behavioral change. Psychol Rev. 1977 Mar;84(2):191-215. doi: 10.1037//0033-295x.84.2.191. No abstract available.
PubMed 847061Cheng 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.
PubMed 25693991Anthony 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.
PubMed 15167580Dyck 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.
PubMed 19269071Forneris 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.
PubMed 17291205Hawks 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.
PubMed 10227032Kuokkanen 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.
PubMed 27013927Macintosh J. Gender-related influences in nursing education. J Prof Nurs. 2002 May-Jun;18(3):170-5. doi: 10.1053/jpnu.2002.125475.
PubMed 12096366Meadus 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.
PubMed 22029770Moore 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.
PubMed 29194241Park 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.
PubMed 31469236Reitinger 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.
PubMed 27796518
Study at a glance
From the registry record, last updated by the sponsor on 18 Mar 2022. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Application of Empowerment Strategies for Gender Equality Among Nursing Students in In-service Education
- ClinicalTrials.gov ID
- NCT05260580
- Acronym / sponsor ID
- FJU-IRB C109027
- Conditions
- Gender Equality
- Keywords
- Medical system, gender equality, gender training, gender sensitivity
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 44 participants (actual)
- Lead sponsor
- National Taipei University of Nursing and Health SciencesUniversity, hospital or other
- Study start
- 22 Feb 2021 (actual)
- Primary completion
- 20 Apr 2021 (actual)
- Study completion
- 18 Feb 2022 (actual)
- First posted
- 2 Mar 2022 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
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.
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 design
- Primary purpose
- Other
- Allocation
- Not applicable
- Intervention model
- Single group
- Masking
- None (open label)
- Number of arms
- 1
- Model description
- one group (Experiment group)
| Arm | Type | Receives |
|---|---|---|
| Two-hour sessions per week for 18 weeks | Experimental | Other: No Intervention: Routine careThe 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. |
Who may qualify
- Ages
- 20 years and older
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (1 listed)
- 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.
Key exclusion criteria (1 listed)
- Students that have selected "Gender and Health Care" but do not wish to participate in this study
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| No Intervention: Routine care | Other | Two-hour sessions per week for 18 weeks |
Primary outcome
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.
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.
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.
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.
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 18 Mar 2022.
- Results publication: PubMed 847061Bandura A. Self-efficacy: toward a unifying theory of behavioral change. Psychol Rev. 1977 Mar;84(2):191-215. doi: 10.1037//0033-295x.84.2.191. No abstract available.
- Results publication: PubMed 25693991Cheng 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.
- Results publication: PubMed 15167580Anthony 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.
- Results publication: PubMed 19269071Dyck 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.
- Results publication: PubMed 17291205Forneris 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.
- Results publication: PubMed 10227032Hawks 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.
- Results publication: PubMed 27013927Kuokkanen 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.
- Results publication: PubMed 12096366Macintosh J. Gender-related influences in nursing education. J Prof Nurs. 2002 May-Jun;18(3):170-5. doi: 10.1053/jpnu.2002.125475.
- Results publication: PubMed 22029770Meadus 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.
- Results publication: PubMed 29194241Moore 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.
- Results publication: PubMed 31469236Park 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.
- Results publication: PubMed 27796518Reitinger 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.
- Individual participant dataSharing planned: No
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
Chia-Jung Hsieh, PhD study director
365,Ming-te Road,Peitou District,Taipei City
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study of Gender Equality, run by National Taipei University of Nursing and Health Sciences at 1 site in Taiwan.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 1 inclusion and 1 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 18 Mar 2022. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Taiwan. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
The scale of Gender Role Stereotype (time frame: Baseline, pre-intervention(T0)). The study lists 4 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT05260580, which also lists 12 linked publications.
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 18 Mar 2022.