Gender Perspective in Nursing Education: Analysis of Its Implementation in the Curriculum of a Public University in the Buenos Aires Metropolitan Area (2023–2024

Abstract

The inclusion of a gender perspective in the Nursing Degree program at the National University of Tres de Febrero was analyzed, with the aim of identifying barriers and facilitators in its curricular implementation from the perspectives of faculty and students.
A mixed-methods approach was adopted, combining documentary analysis of course syllabi, student surveys (n=67), faculty interviews (n=23), and classroom observations (n=5).

Findings reveal a partial and fragmented integration of the gender perspective, primarily concentrated in socio-humanistic areas, with limited presence in professional and biological subjects. Although 9.1% of the courses include gender-related content in their thematic units, its inclusion is more apparent in the hidden curriculum. Identified barriers include limited specific training among some faculty members, a lack of Spanish-language bibliographic materials, and difficulties in implementing changes within clinical practice settings where gender stereotypes persist. Facilitating factors include faculty commitment, institutional support, and practical experiences with diverse patient populations.

In conclusion, mainstreaming the gender perspective requires sustained institutional strategies that address both curricular content and pedagogical practices, in order to promote a critical, inclusive education aligned with the principles of health equity.