Abstract
Nursing faculty need to provide students with problem-solving skills during their formative academic years, and feminist pedagogy supported by classroom participation may foster these skills. Through the lens of feminist pedagogy, factors that influence classroom participation of nursing students were identified using the College and University Classroom Environment Inventory. Nursing students reported higher levels of attendance and punctuality compared with preparation and contribution to class discussion and favored personalization and equity over innovation and individualization in the classroom.
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