Integrating gender perspectives in healthcare education: A scoping review
Teaching and Learning in Nursing, 2026 (ESCI, Scopus)
- Yayın Türü: Makale / Derleme
- Basım Tarihi: 2026
- Doi Numarası: 10.1016/j.teln.2026.07.025
- Dergi Adı: Teaching and Learning in Nursing
- Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus, CINAHL, EBSCO Education Source, Education Source Ultimate (EBSCO)
- Anahtar Kelimeler: Gender equity, Gender perspectives, Health occupations, Undergraduate healthcare education
- Hacettepe Üniversitesi Adresli: Evet
Özet
Background: Recognition of the influence of sex and gender on health outcomes has increased, highlighting the need to integrate gender perspectives into healthcare education; however, implementation remains inconsistent. This scoping review maps and synthesizes research on how gender perspectives are incorporated into healthcare education for undergraduate students to inform curriculum development and professional training. Methods: Guided by the PRISMA-ScR guideline, Arksey and O’Malley, and Joanna Briggs Institute guidelines, a comprehensive search was conducted in seven databases (PubMed/Medline, Scopus, CINAHL, Web of Science, ProQuest, Embase, ERIC) for studies published up to 31 December 2025. A three-stage screening process was performed in Rayyan by independent reviewers. Data were systematically mapped and synthesized to identify patterns and key themes across the included studies. Results: A total of 81 studies (2008–2025) were included. Participants were primarily medical (n = 46) and nursing students (n = 14). In terms of study design, the majority employed an educational intervention design (n = 16), cross-sectional (n = 16), and pre–post design (n = 14). Findings were presented under three main themes as follows: “Education System and Curriculum-Level Approaches”; “Student-Level Learning and Gender Sensitivity Outcomes”; and “Contextual and Structural Factors.” Conclusions: Integration of gender perspectives into undergraduate healthcare education remains limited by inconsistent application, faculty readiness, and institutional support. Comprehensive reforms, faculty training, and intersectional approaches are needed to strengthen integration and improve care quality.