Uslu, NevinErenoglu, Rabiye2024-09-182024-09-1820220031-59901744-6163https://doi.org/10.1111/ppc.12889https://hdl.handle.net/20.500.12483/9395Purpose 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.eninfo:eu-repo/semantics/openAccessdating violencegender coursegender equalitynursing studentsproblem-solving in romantic relationshipsArticle58247148110.1111/ppc.12889341142292-s2.0-85107481412Q1WOS:000659722000001Q2