Gender-Inclusive Pedagogy: Designing Effective Instructional Strategies for Male Nursing Students in Obstetric and Gynecological Nursing Education

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.