Promoting quality of teaching maternal and neonatal health in nursing students based on gender challenges: Action research

Background: The best way to improve the student's ability is effective teaching and its fitting with their cultural characteristics. This study was aimed to promote the quality of teaching the theoretical course of Maternal and Neonatal Health (MNH) for nursing students. Methods: This action research was conducted in the two cycles. Data gathering was done using semi-structured interviews and focus group discussion with 16 nursing students and professors. Results: The identified issues included inefficient course planning, inefficient teaching method, inappropriate evaluation and educational environment. The solutions included using concept maps, simulation teaching in Clinical Skills Laboratories (CSL) with sex segregation, and continuous evaluation. In the second cycle, the modifications were team learning teaching and preparation of educational handouts. Conclusions: The sex-segregated application of simulation teaching in CSL based on students' cultural beliefs along with active learning methods promotes the quality of MNH teaching.