Does the gender course have any effects on young people's gender equality perceptions, dating violence, and problem‐solving behaviours in romantic relationships?: A mixed‐method study

Abstract

Purpose This study aims to evaluate the effects of the gender course (GC) on nursing students' gender equality perceptions, dating violence attitudes, and problem‐solving behaviors in romantic relationships. Design and Methods Using a sequential explanatory mixed‐methods design, this study utilized Sociodemographic Form, Gender Equality Scale (GES), Dating Violence Attitudes Scale (DVAS), Problem‐solving in Romantic Relationships Scale (PSRRS), and students' written accounts to collect data. Findings GES and PSRRS scores demonstrated no differences between the experimental and control groups; DVAS scores indicated differences. The quantitative findings were supported through the qualitative findings. The GC increased students' awareness about gender equality and dating violence and had positive effects problem‐solving skills in romantic relationships. Practice Implications GC could be utilized to raise awareness about gender‐based violence.