Perceptions of male students in a baccalaureate nursing program: A qualitative study

Professional becoming of male nurses: a qualitative study in Lithuania

PURPOSE

To reveal the features of Lithuanian male nurses' professional becoming.

METHODS

The participants were six men who had been working as nurses for over a year, and one man who had been formerly employed as a nurse for over a year. Data was collected using semi-structured interviews and analysed using inductive thematic analysis by Braun & Clarke.

RESULTS

17 themes emerged after analysis: nursing not being the first choice, weird feelings of being in the minority during studies, having a vague initial idea of the work and a hard time starting the job; desire to help and interact with people, a tiring but fascinating variety of work, wide professional opportunities and love for the job; the challenges of high pace and workload, undervaluation and stereotypes, coping by standing up for oneself and separating work and life; the importance of a good team, gender being of little significance and joy that the number of men is increasing.

CONCLUSION

These findings contribute to the growing knowledge of male nurses' experiences. The study sheds light on the challenges and rewards of being a male nurse in Lithuania, providing guidance for future research and highlighting the need to raise public awareness.

Nursing students who identify as men; efficacy and persistence

AIM

To evaluate the efficacy of nursing students who identify as men and its correlation with intent to complete their nursing program.

BACKGROUND

Men are an underrepresented population in nursing, despite mandates to improve the diversity of the nursing profession. There also exists a nursing shortage, that is worsening as nurses retire or change professions. Improving the recruitment and retention of men in nursing could have a positive impact on both of these problems.

DESIGN

Quantitative correlational research METHODS: The Belongingness Scale-Clinical Placement Experience instrument was used to measure efficacy and one item from the Undergraduate Nursing Intention Survey was used to measure the student's intent to complete their nursing program. A SurveyMonkey link was sent by the National Student Nursing Association to those students who identified in their database as men and were enrolled in a Bachelor of Science in Nursing program. The inclusion criteria required that the participants identified as a man, were a student in a Bachelor of Science in Nursing program and they had one or more years of clinical experience in their nursing program. Students who have completed one or more years of clinical experience, have completed all nursing pre-requisites and a portion of their nursing courses. At this point in a nursing program, the students' age would be 18 years of age or older. Inclusion criteria or 18 years of age or older would also make the consent process easier, as the study would not include a vulnerable population.

RESULTS

There were 290 responses, 252 of which met inclusion criteria and completed the survey in its entirety. The dependent variable, student intent to complete their nursing program, was not normally distributed. For this reason, Spearman's correlation and eta squared were used for statistical evaluation. Spearman's correlation was significant at 0.05 and eta squared demonstrated effect size at 0.01, 0.06 and 0.14 for small, medium and large effect sizes, respectively. Spearman's rho, p=0.147, demonstrated a correlation between efficacy and student intent to complete their nursing program. The eta squared effect size was 0.96 which represented a large effect.

CONCLUSIONS

Nursing students who identify as men could demonstrate improved persistence in their nursing programs if effective interventions targeting efficacy were undertaken.

Nursing students' and faculty's experiences of first medication administration: A phenomenological inquiry

BACKGROUND

Learning medication administration is essential for nursing students, but the first time can be stressful and shape their clinical development. Previous research primarily focused on student knowledge and technical aspects.

PURPOSE

This phenomenological study helped explore the lived experiences of nursing students and faculty during student's first medication administration in the clinical setting to gain a deeper understanding of their thoughts, feelings, and perspectives.

METHOD

Semi-structured interviews were conducted with female student and faculty informants (N = 12). Using a phenomenological study, data were analyzed using van Manen's hermeneutic six-step research activity method.

RESULTS

Five overarching themes were found: administrating medication, (un)preparedness for complexities in the clinical environment, transformative experience, overcoming fears, and reaping the rewards.

CONCLUSION

First-time medication experiences are greater than an exercise in skill proficiency and may be improved if faculty provides more structured learning experiences and take sufficient time for student preparation in relating medication knowledge to the skill, technology usage, and supporting students' attitudes toward nurse-patient interactions. These are essential aspects of the medication administration learning process as nursing programs shift toward competency-based education. Clinical faculty also need support in their role as educators and to be facilitated to find this time, considering their multiple responsibilities.

Experiences of Undergraduate Male Students in Nursing: On the Outside Looking in

BACKGROUND

Measures to improve gender diversity of the profession have yielded only a modicum of progress.

PURPOSE

To investigate the relationship between marginalization and gender minorities in baccalaureate nursing programs in the United States.

METHODS

A descriptive cross-sectional study compared self-reported marginalization in male and female baccalaureate nursing students. The sample was drawn from the American Association of Colleges of Nursing database of US baccalaureate nursing programs, and the Englund Marginality Index (EMI) was used to measure marginalization, along with a demographic survey.

RESULTS

In the study, 6480 full-time baccalaureate students from a traditional face-to-face nursing program in the United States participated. The results show that male participants had higher EMI scores (mean = 40.0, SD = 9.1) compared with female nursing students (mean = 35.1, SD = 9.0); t(6478) = 14.9, P < .001.

CONCLUSIONS

Marginalizing behaviors must not be tolerated or promulgated. More needs to be done to better support and integrate men into nursing programs as they bring forth a unique perspective and skill set to the profession.

Qualitative systematic review: The lived experiences of males in the nursing profession on gender discrimination encounters

AIMS

This review aims to synthesise the best available evidence exploring the lived experiences of males in the nursing profession on gender discrimination encounters.

BACKGROUND

The underrepresentation of males within the nursing profession could potentially cause discrimination and stereotypes against them, causing barriers to entry into, and retention within, the profession. With a shortage in manpower, the deterrence of males to nursing might exacerbate the existing manpower shortage. This review consolidates and highlights the lived experiences of males in the profession.

METHODS

The review was synthesised according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) checklist. Employing the meta-synthesis approach, two independent reviewers conducted critical appraisal and data extraction of included studies, using the standard Joanna Briggs Institute (JBI) Critical Appraisal Instrument for Qualitative Research and a standardised data extraction form, respectively.

RESULTS

Twenty-three studies were included. Extracted findings were aggregated into 14 categories and synthesised into three themes: stereotypes, discrimination and challenges faced by males.

DISCUSSION

The synthesised findings showed that male nurses faced gender discrimination in multiple facets. These caused them to have difficulty in carrying out their nursing duties, missing out of clinical opportunities and causing them multiple social and mental stressors.

CONCLUSION

This review informed the discriminatory experiences faced by males within the nursing profession. With males already underrepresented within this profession, it is imperative for interventions, policies and research to be made to address this issue to improve experiences of male nurses, thereby limiting the deterrence of males into the profession.

IMPLICATIONS

Findings of this study showed that males are being stereotyped and discriminated, resulting in challenges faced solely because of their gender. Effective interventions and policies could be implemented to alleviate the negative experiences.

Employment intention and career planning of male nursing students in different levels of colleges and universities: A qualitative study

AIM

To explore the employment intention and career planning of male nursing students at different levels of colleges and universities and provide references for formulating individualized training content.

DESIGN

Phenomenological research method in qualitative research.

METHODS

Using a phenomenological research method, 15 male nursing students from three levels of colleges and universities were interviewed in a one-to-half structure, and the data were analysed using NVivo12.0 software and the Colaizzi seven-step analysis method.

RESULTS

Four themes and 10 sub-themes were extracted. The four themes included professional identity experience, nursing learning experience, career expectation and planning and educational needs. The 10 sub-themes included the negative effects of traditional impressions, the gradual establishment of professional identity, public health events promote professional identity, negative experiences in learning, positive growth from learning, varied career plans, career expectations and influencing factors, a reasonable schedule, diversity of content requirements and the positive effect of teaching teachers.

CONCLUSIONS

Influenced by many factors, the employment intention and career planning of male nursing students at different higher education levels are varied. Schools and clinical practice units should strengthen the training of employment intention and career planning and make reasonable time adjustments to the training content.

PUBLIC CONTRIBUTION

In total, 15 male interns accepted our interview request. We utilized their break time to conduct the interviews, resulting in significant contributions to the content of the article.

Male nursing students' experiences during prelicensure education: An integrative review

BACKGROUND

Males represent less than 10 % of the global nursing workforce. To increase the recruitment and representation of male nurses, their experiences in prelicensure nursing education must be understood.

OBJECTIVES

The purpose of this integrative review was to explore literature related to male nursing students' experiences during prelicensure education.

DESIGN

An integrative review of the literature was conducted using Whittemore and Knafl's methodology.

DATA SOURCES

Database searches of CINAHL, PubMed, ERIC, Emcare, and Scopus were conducted.

REVIEW METHODS

Database searches identified 237 articles for initial review. Titles, abstracts, and full-text articles were screened for relevance. Quality appraisal was evaluated using the Mixed Methods Appraisal Tool Version 2018. Data analysis was conducted using Conventional Content Analysis.

RESULTS

Twenty-two articles (19 qualitative, two quantitative, and one mixed-methods) were included in this review. The existing literature suggests that male nursing students have generally negative experiences during their prelicensure education due to external reactions from family, friends, peers, and healthcare providers to their choice of nursing as a profession; lack of male role models; extensive assistance with physical tasks in the clinical setting; exclusion in obstetrics clinical experiences; and female-gendered descriptions of nurses within the educational environment. Fostering new relationships was identified as a positive experience during prelicensure education.

CONCLUSIONS

Generally, male nursing students have negative experiences during their prelicensure education, with limited positive experiences. As such, nurse educators should implement strategies, such as avoiding gendered references when referring to the nurse, offering male mentorship when possible, and providing comparable clinical assignments to students regardless of gender, to improve male nursing students' experiences in prelicensure education and, consequently, increase the recruitment and retention of men into the nursing profession. Future research is needed to more comprehensively understand male nursing students' experiences during prelicensure education and the impact of teaching strategies on their experiences.

Perspective and Experience of Male Nursing Students in 3-year Vocational College During Their Clinical Practicum: A Qualitative Study in Shanghai, China

Background

With the expansion of nursing enrollment, more and more male students are joining the nursing program. Nevertheless, the number of male nurses who actually stay in clinical work in China continues to be low. Clinical practicum is a critical period during which nursing students transform to the role of registered nurses. However, few studies have researched the perspective and experience during clinical practicum among male nursing students in 3-year vocational colleges in China.

Objectives

To explore the perspective and experience of Chinese male nursing students during clinical practicum in the third year. One of the main objectives is to provide implications for future nursing education and to help male nursing students for better adaptation to clinical roles.

Methods

The qualitative study used a purposive sampling method and collected data through in-depth, semi-structured interviews. The participants were 20 male students from a 3-year vocational college in Shanghai. They completed the basic nursing course in college and underwent a clinical practicum in the 3rd level hospitals in China between July 2020 and March 2021. A Seven-stage Colaizzi process was used for data analysis.

Results

Three themes were revealed through content analysis: opportunities and challenges brought by gender factors in hospital humanistic environment, gaining experience and growth during clinical practicum, and future career planning.

Conclusions

The presented findings further our understanding of the perspective and experience of male nursing students during clinical practicum. It is very important and necessary for providing implications for future nursing education. At the same time, effective support from society, such as social unions, mass media, government, can help better address male nursing students' needs and complete the role transform of registered nurses.

Validity and reliability of the gender equity scale in nursing education

Equity is an emerging issue across all sectors of society, and one of the frequently raised concerns in nursing education is gender inequity. An accurate assessment appears to be a key component in creating an environment of gender equity in nursing education. This study aimed to develop a scale of gender equity in nursing education and establish its validity and reliability. In total, 341 senior nursing students participated in the psychometric evaluation of the Gender Equity Scale in Nursing Education. This psychometric evaluation revealed that the 4-subdomain (personal experience of gender inequity, perceptions of gender roles, gender discrimination, and gender biases in class), 23-item measure possesses both good reliability and validity, as well as a good level of internal consistency. The Gender Equity Scale in Nursing Education was developed as a self-report questionnaire for both female and male students and considers gender role stereotypes, gender-biased educational climates, gender discrimination, and gender inequity in nursing education.

Emotional Intelligence Scale for Male Nursing Students and Its Latent Regression on Gender and Background Variables

This study aimed to develop an emotional intelligence (EI) scale for male nursing students and investigate its associations with gender, age, religious beliefs, and father’s and mother’s education level. We recruited 384 male nursing students in Taiwan to construct an EI scale comprising 16 items with four factors: recognizing the emotions of others, emotional self-awareness, self-emotional expression, and self-emotional management. The scale had factor loadings of 0.64−0.80. The reliability coefficients for the subscales ranged from 0.80 to 0.84, while that for the total scale was 0.93. We also recruited 402 female nursing students for comparison. Latent multiple regression of the EI factors showed that male students had higher self-emotional expression but lower self-emotional management than females. Age was negatively associated with self-emotional management for both genders. Religious beliefs were negatively associated with emotional self-awareness in male students, and with recognizing the emotions of others in females. Father’s and mother’s education had no association with EI in male students; however, father’s education was positively associated with all EI factors in females, and mother’s education was negatively associated with recognizing the emotions of others and self-emotional expression. These results provide insight into male nursing students’ EI and the background variables influencing EI.

A theoretical framework to promote minority PhD and DNP student success in nursing education

BACKGROUND

Nursing PhD and DNP programs lack diversity and cultural responsiveness and, as a result, minority students are underrepresented in these programs. Stressors specific to being a member of a minority population, defined as minority stress, contribute to a range of barriers for ethnic/racial minority, male and LGBTQ PhD and DNP students. There is an urgent need for faculty and administrators to support minority doctoral student success by taking proactive steps to identify and begin to deconstruct these barriers. Doctorally-prepared nursing faculty serve as mentors and role models for doctoral students, provide exemplars for how to use scientific humility to research health inequities, implement evidence-based practice and develop the next generation of nurse scientists. Combating educational inequities for minority doctoral students is a first step in advancing health equity beyond academia.

PURPOSE

The purpose of this paper is to develop a theoretical synthesis to promote minority PhD and DNP student success in academia.

THEORETICAL FRAMEWORK

The minority doctoral student success (MDSS) framework was developed using Schneider's attraction-selection-attrition framework, key concepts from the literature, and professional and personal experience to capture the minority doctoral student experience. A systems approach was used to identify multi-level influences on the minority student experience, including antecedents at each stage of the academic journey, and how minority stress and opportunity inherently affect the process.

CONCLUSIONS

Diversity is essential to reimagine nursing doctoral education. This theoretical framework provides an approach to understanding the minority PhD and DNP student experience and the role of faculty and the academic organization in mediating barriers and creating opportunities to enhance diversity, equity, and inclusion.

Does volunteering change attitudes towards people with disabilities? A qualitative study of the experience of orthodox Jewish nursing students

BACKGROUND

People with disabilities identify negative staff attitudes and behaviors as barriers to accessing health services. Studies show that nursing education activities specific to people with disabilities improves nursing care. This study explores the experience of orthodox Jewish nursing students volunteering with people with disabilities, how their attitudes towards this population changed.

DESIGN

A qualitative design was used. This research is part of an extensive ongoing study of orthodox and ultra-orthodox (Haredi) students volunteering with people with disabilities.

METHODS

Data from 13 semi-structured interviews, conducted between July and September 2017, with 14 male students (two students chose to be interviewed together) and four people with disabilities were analyzed using thematic analysis.

RESULTS

Volunteering enhanced students' awareness of the needs of people with disabilities, changed their attitude towards this population and enhanced their confidence as nurses. The individuals with disabilities valued the help they received as well as the opportunity to change the students' prior notions and stigmas regarding disability.

CONCLUSIONS

Projects such as ours could improve the attitude of nursing staff towards individuals with disabilities and improve nursing care. We recommend involving people with disabilities in designing such projects.

Experiences and perceptions of male nursing students in a single-sex class: A qualitative descriptive study

The shortage of human resources in nursing is a global challenge, and males may play an important role in alleviating this shortage, especially in China. Just as single-sex education has a potentially positive impact on women in male-dominated professions, it may also have the same impact on men in nursing, which may promote male engagement in nursing. This study delved into the experiences and perceptions that are peculiar to male nursing students in a single-sex class. A qualitative, descriptive design was employed using conventional content analysis. A purposive sample of 12 male nursing students in a male-only class of a university in China participated. Individual semi-structured interviews were performed between January and March 2019. Data analysis revealed five themes. Considering the negative peer influence and potential communication barriers of a male-only nursing class, establishing a male nursing student alliance instead of a male-only nursing class may be a better choice. In Asian culture, reconstructing the current social norms of gender is crucial to eliminating prejudice and male dividends and changing the definitions of masculinity, all of which are conducive to the development of male involvement in nursing.