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

Zhunzhun Liu,1,2 Lihui Liu,1 Can Wang,1 Xiaohui Zhong,1 Xiaoyi Zhou,3 Zhonglei Shao,4 Yun Ye,5 Xiang Hu6 1Nursing School, Wuxi Taihu University, Wuxi, Jiangsu Province, People’s Republic of China; 2Nursing Department, Rugao Boai Hospital, Nantong, Jiangsu Province, People’s Republic of China; 3School of Computer Science and Technology, Soochow University, Suzhou, Jiangsu Province, People’s Republic of China; 4The Scotland Academy, Wuxi Taihu University, Wuxi, Jiangsu Province, People’s Republic of China; 5Nursing Management Department, The First People’s Hospital of Changzhou, Changzhou, Jiangsu Province, People’s Republic of China; 6School of Education, Chongqing Normal University, Chongqing, Chongqing Province, People’s Republic of ChinaCorrespondence: Zhunzhun Liu, Nursing Department, Rugao Boai Hospital, Nantong, People’s Republic of China, Email liuzz@wxu.edu.cnBackground: 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.Keywords: teaching program, male nursing undergraduates, obstetrics and gynecology nursing, mixed-method approach, design thinking