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Lindenfeld M. Nursing students who identify as men; efficacy and persistence. Nurse Educ Pract 2024; 78:103997. [PMID: 38805782 DOI: 10.1016/j.nepr.2024.103997] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/04/2024] [Revised: 04/23/2024] [Accepted: 05/09/2024] [Indexed: 05/30/2024]
Abstract
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.
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Affiliation(s)
- Maura Lindenfeld
- Harris College of Nursing and Health Sciences, Texas Christian University, TCU Box 298625, Fort Worth, TX 76129, USA.
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Özaras Öz G, Çakmak NCS, Günbayi İ. "I want to have stories too". Nursing students' views on nursing identity and reasons for choosing nursing as a career: A qualitative study. Nurse Educ Pract 2024; 78:104009. [PMID: 38861879 DOI: 10.1016/j.nepr.2024.104009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/19/2024] [Revised: 05/10/2024] [Accepted: 05/23/2024] [Indexed: 06/13/2024]
Abstract
AIM To understand and interpret nursing students' views on nursing identity and their reasons for choosing nursing as a career after participating in a face-to-face storytelling panel by academics. BACKGROUND Knowing nursing students' view of the profession and their thoughts about the profession, their roles and their future will guide nursing academics to develop evidence-based strategies that will enable participants to realize their own professional identities. Storytelling has an important role in creating and strengthening a strong professional identity among participants. DESIGN This study is a sample case study. METHODS This research was carried out in the fall semester of the 2023-2024 academic year with participants registered in nursing program at the Faculty of Health Sciences of a state university in the Central Anatolia Region of Türkiye. The study was completed with one hundred ten participants. Five academics were invited to the panel at the Faculty of Health Sciences to share their experiences, stories and reasons for choosing nursing as a career through storytelling. The data were collected using the surveys, which includes five structured open ended questions and analyzed using descriptive analysis. RESULTS Five main themes emerged: 1. Participants' views on nursing profession; 2. Awareness of positive/negative emotions related to the profession as a part of nursing stories and feeling that these emotions are experienced in the stories; 3. Changes in the perspective of the profession and sense of belonging to the profession as part of nursing stories; 4. Facilitators in choosing nursing as a career; and 5. Barriers to choosing nursing as a career. CONCLUSION Providing participants with the chance to both listen to the real stories of academic nurses and to reflect on themselves through writing was a dynamic experience that motivated participants to understand their perceptions of nurses and nursing profession.
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Affiliation(s)
- Gözde Özaras Öz
- Cankiri Karatekin University, Faculty of Health Sciences, Nursing Department, Cankiri 18200, Turkey.
| | - Nefise Cevriye Sucu Çakmak
- Cankiri Karatekin University, Eldivan Vocational School of Health Services Emergency and First Aid Program, Cankiri, Turkey
| | - İlhan Günbayi
- Akdeniz University, Faculty of Education, Educational Sciences Department, Kampus, Dumlupinar Bulvari, Antalya 07058, Turkey
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McCord A, Otte J. Interventions to Increase the Diversity of Nursing Programs: An Integrative Review. J Nurs Educ 2024; 63:387-393. [PMID: 38900260 DOI: 10.3928/01484834-20240404-07] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/21/2024]
Abstract
BACKGROUND In 2011, the Institute of Medicine's The Future of Nursing: Leading Change, Advancing Health report declared the need to increase diversity in nursing. The National League for Nursing stated that nursing pipeline programs would be essential to create increased diversity. However, no details regarding the definition, construction, or implementation of a nursing pipeline were available within the position statement. METHOD An inclusive integrative literature review was conducted. The aim was to examine interventions targeted toward increasing diversity in nursing education programs. RESULTS Twelve articles were included in the review. Similar interventions were used by nursing education programs; these included strategies to raise awareness about nursing to prospective students, preen-try preparation, holistic admissions, scholarships, tutoring, mentoring, and targeted advising. CONCLUSION Evidence indicates interventions aimed at the retention of at-risk individuals are successful. Additional research is needed to develop effective recruitment strategies for diverse populations. [J Nurs Educ. 2024;63(6):387-393.].
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Xu H, Liang C, Kong J, Chen Q, Zhao Y, Zhang F. Reliability and validity evaluation of the Chinese version of the gender misconceptions of men in nursing (GEMINI) scale among nursing students. BMC Nurs 2024; 23:266. [PMID: 38659007 PMCID: PMC11040909 DOI: 10.1186/s12912-024-01939-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/05/2023] [Accepted: 04/15/2024] [Indexed: 04/26/2024] Open
Abstract
BACKGROUND Misconceptions about male nurses not only exacerbate the gender imbalance in the nursing profession but also negatively impact male nurses embarking on their careers. Currently, no tool exists to measure the gender biases toward males in nursing among nursing students in China. Consequently, the primary objective of this study is to assess the validity and reliability of the Chinese translation of the Gender Misconceptions of Men in Nursing (GEMINI) scale among nursing students. METHODS This cross-sectional study involved 1,102 nursing students from China who participated online. We utilized the Brislin translation technique with a forward-backward approach. To determine the factor structure within the Men in Nursing Gender Misconceptions Scale's Chinese version, both exploratory (EFA) and confirmatory factor analysis (CFA) were applied. The scale's internal consistency was measured through the Cronbach's alpha coefficient, corrected item-total correlation, and a retest reliability assessment. RESULTS The scale showed a content validity index of 0.938 and a retest reliability of 0.844. EFA indicated a two-factor structure for the translated instrument. CFA revealed a chi-square/degree of freedom of 3.837, an incremental fit index (IFI) of 0.952, a goodness-of-fit index (GFI) of 0.910, a comparative fit index (CFI) of 0.952, and an RMSEA of 0.073, all of which were within acceptable limits. The scale's Cronbach's α was 0.953, and the corrected item-total correlations ranged between 0.539 and 0.838. Gender-based misconceptions about men in nursing among students appeared to be influenced by their gender and whether they considered a nursing program as their first choice when applying for a major. Misconceptions about male nurses are greater among men and those who do not consider nursing programs as their first choice when applying for a major. CONCLUSIONS The Chinese adaptation of the GEMINI scale showcased high reliability and validity. It stands as a potential instrument to gauge gender misconceptions concerning male nurses among Chinese nursing students.
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Affiliation(s)
- Huameng Xu
- School of Nursing, Jinzhou Medical University, No 40, Section 3, Songpo Road, 121001, Jinzhou, China
| | - Chunguang Liang
- School of Nursing, Jinzhou Medical University, No 40, Section 3, Songpo Road, 121001, Jinzhou, China.
| | - Jie Kong
- School of Nursing, Jinzhou Medical University, No 40, Section 3, Songpo Road, 121001, Jinzhou, China
| | - Qing Chen
- School of Nursing, Jinzhou Medical University, No 40, Section 3, Songpo Road, 121001, Jinzhou, China
| | - Ying Zhao
- School of Nursing, Jinzhou Medical University, No 40, Section 3, Songpo Road, 121001, Jinzhou, China
| | - Fan Zhang
- School of Nursing, Jinzhou Medical University, No 40, Section 3, Songpo Road, 121001, Jinzhou, China
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Lin S, Chen S, Tu Q, Xu X, Xie S, Yang B, Zhang Q, Chen L. Barriers and facilitators to the formation of professional identity among nursing students: A four-year longitudinal qualitative study. NURSE EDUCATION TODAY 2024; 134:106087. [PMID: 38232627 DOI: 10.1016/j.nedt.2023.106087] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/14/2023] [Revised: 12/02/2023] [Accepted: 12/19/2023] [Indexed: 01/19/2024]
Abstract
BACKGROUND Nursing professional identity (NPI) is essential for nurses to develop their nursing profession. It reflects the competencies consistent with the professional practices of nurses and contributes to them providing better healthcare and public health. The formation process of NPI started with undergraduate nursing education and continued throughout the nursing career. OBJECTIVE To explore nursing students' perceptions of facilitators and barriers to the formation of NPI during their study. METHODS A 4-year longitudinal, qualitative research design with yearly semi-structured interviews undertaken from 2019 to 2022. The reflexive thematic analysis methodology was applied for the data analysis. RESULTS Ninety-three nursing students were recruited, joining a group or individual interview. The four-year nursing baccalaureate program revealed a dynamic formation process of NPI: "Outsider of nursing", "Entering the nursing courses", "Building nursing competence", and "Thinking and acting like a nurse". A total of 12 themes were identified to present the barriers and facilitators to the NPI formation at different stages. Specifically, the six barriers include conflict between their ideals and reality, sociocultural stereotypes about nursing, the negative impact of COVID-19, the pre-internship concerns, struggling to meet expectations, and potential danger and discrimination in the healthcare settings. The enablers were: self-motivation and inner belief towards the nursing profession, the power of role models, the improvement of nursing capacity, well integration into the healthcare professional teams, understanding of the clinical environment, and recognition and encouragement from others. CONCLUSIONS The formation of nursing students' NPI is an ever-changing process, with various intrinsic and extrinsic influences during their four-year study. Nursing educators are suggested to prepare and develop students' professional comportment in their theoretical and clinical practice to develop their professional identity as a nurse.
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Affiliation(s)
- Shuanglan Lin
- Nursing College of Chongqing Medical University, Chongqing, China
| | - Shucheng Chen
- School of Nursing, The Hong Kong Polytechnic University, Hong Kong.
| | - Qiang Tu
- Faculty of Medicine and Health, The University of Sydney, Australia.
| | - Xinyu Xu
- Nursing College of Chongqing Medical University, Chongqing, China
| | - Shiqi Xie
- Nursing College of Chongqing Medical University, Chongqing, China.
| | - Bing Yang
- Department of Nursing, Stomatological Hospital of Chongqing Medical University, Chongqing, China.
| | - Quanzhi Zhang
- School of Nursing, Harbin Medical University, Heilongjiang Province, China
| | - Liping Chen
- Nursing College of Chongqing Medical University, Chongqing, China.
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Englund HM, Mott J, MacWilliams B. Experiences of Undergraduate Male Students in Nursing: On the Outside Looking in. Nurse Educ 2024; 49:61-66. [PMID: 37678889 DOI: 10.1097/nne.0000000000001520] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/09/2023]
Abstract
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.
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Affiliation(s)
- Heather M Englund
- Author Affiliation: Associate Professor of Nursing (Drs Englund, Mott, and MacWilliams), College of Nursing, University of Wisconsin Oshkosh, Oshkosh
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Ng M, See C, Ignacio J. Qualitative systematic review: The lived experiences of males in the nursing profession on gender discrimination encounters. Int Nurs Rev 2023. [PMID: 38133995 DOI: 10.1111/inr.12921] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/06/2022] [Accepted: 11/19/2023] [Indexed: 12/24/2023]
Abstract
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.
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Affiliation(s)
- Matthew Ng
- Alice Lee Centre for Nursing Studies, National University of Singapore, Singapore, Singapore
| | - Celine See
- Alice Lee Centre for Nursing Studies, National University of Singapore, Singapore, Singapore
| | - Jeanette Ignacio
- Alice Lee Centre for Nursing Studies, National University of Singapore, Singapore, Singapore
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Yokoya S, Suzuki K, Sai A, Yamauchi T. Exploring the Barriers and Coping Strategies Faced by Male Nursing Students in Japanese Nursing Education. Asian Nurs Res (Korean Soc Nurs Sci) 2023; 17:219-225. [PMID: 37666325 DOI: 10.1016/j.anr.2023.08.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/03/2023] [Revised: 08/08/2023] [Accepted: 08/28/2023] [Indexed: 09/06/2023] Open
Abstract
PURPOSE Nursing is traditionally considered a female profession, and male nursing students face gender stereotype barriers. Most studies of male nursing students in Japan focus on their learning experiences in maternal nursing, and little is known about the experiences of male nursing students in their usual learning environment. Therefore, the purpose of this study is to explore the barriers and coping strategies of Japanese male nursing students in nursing education, including classroom and practical training. METHODS A qualitative descriptive design was used to study 20 male nursing students from eight Japanese universities. Purposive sampling using the snowball method was used to recruit participants. Semistructured interviews were used to gather data about the participants' thoughts and experiences in nursing education. All interview data were analyzed using thematic analysis. RESULTS Four themes emerged from the data: (1) nursing choices of own volition; (2) loneliness due to the female-dominated environment and marginalization; (3) dealing with barriers and seeking support; and (4) positive experiences in nursing education. Male nursing students face barriers such as loneliness and feelings of alienation. Family support, mutual support among male nursing students, and the presence of role models were factors that addressed these barriers and positively influenced career choice. CONCLUSIONS This research suggests that nursing educators need to understand the barriers faced by male nursing students and provide a gender-neutral learning environment for all students.
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Affiliation(s)
- Shuta Yokoya
- Graduate School of Health Sciences, Hokkaido University, N-12, W-5, Kita-ku, Sapporo, Hokkaido, 060-0812, Japan
| | - Kaichi Suzuki
- Komaki City Hospital, 1-20 Jobushi, Komaki, Aichi, 485-8520, Japan
| | - Akira Sai
- Global Station for Indigenous Studies and Cultural Diversity, Hokkaido University, N-21, W-11, Kita-ku, Sapporo, Hokkaido, 001-0021, Japan
| | - Taro Yamauchi
- Fuculty of Health Sciences, Hokkaido University, N-12, W-5, Kita-ku, Sapporo, Hokkaido, 060-0812, Japan.
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Park SM, Kim JH. Validity and reliability of the Korean version of the gender-friendliness barriers in nursing programs scale. Front Psychol 2023; 14:1223368. [PMID: 37780160 PMCID: PMC10538123 DOI: 10.3389/fpsyg.2023.1223368] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2023] [Accepted: 08/15/2023] [Indexed: 10/03/2023] Open
Abstract
Introduction The gender-friendliness barriers in nursing programs (GFB-NP) were used to measure perceived gender affinity among male nursing students in nursing education programs. Originally developed in Taiwan, this scale has not been used in Korea. The purpose of this study is to confirm the reliability and validity of the GFB-NP scale for Korean male nursing students. Methods A convenience sample of male nursing students enrolled in the 1st to 4th year of nursing departments at five four-year universities located in three cities in Korea was used in the study. To confirm the validity and factor structure of the scale, both exploratory factor analysis and confirmatory factor analysis were employed. Results The results support a four-factor structure: Professional acquisition opportunity, peer interaction, sociocultural prejudice, and gender role attitude. We confirmed that the Korean version of the GFB-NP is an appropriate tool for measuring the gender-friendliness educational environment perceived by male nursing students in nursing education. Discussion The GFB-NP will serve as a framework for developing counseling and management strategies to help male nursing students successfully adapt to school life within the nursing education curriculum. Research with a longitudinal study design is recommended to investigate the progression of school adaptation through undergraduate program courses.
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Affiliation(s)
| | - Jung-Hee Kim
- College of Nursing, The Catholic University of Korea, Seoul, Republic of Korea
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Englund HM, MacWilliams B, Mott J. A Critical Minority: The Marginalization of Male Faculty in Nursing Academia. Nurs Educ Perspect 2023; 44:285-290. [PMID: 37594420 DOI: 10.1097/01.nep.0000000000001176] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/07/2023]
Abstract
AIM The purpose of this study was to investigate the relationship between gender and marginalization in nursing academia. BACKGROUND Men continue to be significantly underrepresented in nursing academia because they experience numerous barriers to their integration and success in the profession. METHOD A descriptive cross-sectional design was implemented in this pilot study to investigate differences in perceived marginalization between male versus female faculty teaching in Commission on Collegiate Nursing Education-accredited colleges. Marginality was measured using the Englund Marginality Index (EMI). RESULTS Male nursing faculty participants reported higher scores on the EMI ( M = 43.6, SD = 9.9) than female faculty ( M = 37.2, SD = 9.6), t (1428) = 6.0, p < .001. CONCLUSION As the nursing faculty shortage continues to increase, it is imperative that leaders in nursing education steer their efforts toward attracting a more robust and diverse faculty population.
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Affiliation(s)
- Heather M Englund
- About the Authors The authors are faculty at the University of Wisconsin Oshkosh College of Nursing, Oshkosh, Wisconsin. Heather M. Englund, PhD, DNP, APNP, FNP-BC, CNE, is an associate professor. Brent MacWilliams, PhD, ANP-BC, is an associate professor. Jason Mott, PhD, RN, CNE, is an associate professor. For more information, contact Dr. Englund at
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Nursing Workforce Diversity. Nurs Womens Health 2023; 27:e1-e5. [PMID: 37204389 DOI: 10.1016/j.nwh.2023.04.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/20/2023]
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Nursing Workforce Diversity. J Obstet Gynecol Neonatal Nurs 2023; 52:e5-e9. [PMID: 37204393 DOI: 10.1016/j.jogn.2023.04.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/20/2023] Open
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Patterson LD, Wheeler RM, Edge N, Daniel G. The High School to Higher Education Pipeline Program: A focus on Black male representation in nursing. J Prof Nurs 2023; 47:15-24. [PMID: 37295908 DOI: 10.1016/j.profnurs.2023.03.021] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/29/2022] [Revised: 03/25/2023] [Accepted: 03/29/2023] [Indexed: 06/12/2023]
Abstract
BACKGROUND Increasing the number of Black men in nursing can enhance racial, ethnic, and gender diversity within the nursing workforce. However, there is a lack of nursing pipeline programs that specifically focus on Black men. PURPOSE The purposes of this article are to describe the High School to Higher Education (H2H) Pipeline Program as an approach to increasing representation of Black men in nursing and to describe H2H Program participants' perspectives of the program after the first year. METHODS A descriptive qualitative approach was used to explore Black males' perceptions of the H2H Program. Twelve of the 17 program participants completed questionnaires. Data collected were analyzed to identify themes. FINDINGS Four themes emerged during data analysis regarding the participants' perspectives of the H2H Program: 1) Coming to realize, 2) Managing stereotypes, stigma, and social norms, 3) Making connections, and 4) Expressing gratitude. CONCLUSION Results indicated that the H2H Program provided participants with a support network that fostered a sense of belonging. The H2H Program was beneficial for program participants in their development and engagement in nursing.
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Affiliation(s)
- LaDonia D Patterson
- High School to Higher Education Pipeline Program, P.O. Box 683, Lithia Springs, GA 30122, USA; Georgia Nursing Leadership Coalition, 245 North Highland Ave., Suite 230-468, Atlanta, GA 30307, USA; Nell Hodgson Woodruff School of Nursing, Emory University, 1520 Clifton Rd, Atlanta, GA 30322, USA.
| | - Rebecca M Wheeler
- Georgia Nursing Leadership Coalition, 245 North Highland Ave., Suite 230-468, Atlanta, GA 30307, USA
| | - Naph'tali Edge
- High School to Higher Education Pipeline Program, P.O. Box 683, Lithia Springs, GA 30122, USA; Cayuga Health System, 101 Dates Drive, Ithaca, NY 14850, USA
| | - Gaea Daniel
- High School to Higher Education Pipeline Program, P.O. Box 683, Lithia Springs, GA 30122, USA; Georgia Nursing Leadership Coalition, 245 North Highland Ave., Suite 230-468, Atlanta, GA 30307, USA; Nell Hodgson Woodruff School of Nursing, Emory University, 1520 Clifton Rd, Atlanta, GA 30322, USA
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Caputo T, Ross JG. Male nursing students' experiences during prelicensure education: An integrative review. NURSE EDUCATION TODAY 2023; 121:105671. [PMID: 36516719 DOI: 10.1016/j.nedt.2022.105671] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/04/2022] [Revised: 11/17/2022] [Accepted: 11/27/2022] [Indexed: 06/17/2023]
Abstract
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.
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Affiliation(s)
- Thomas Caputo
- Villanova University, M. Louise Fitzpatrick College of Nursing, United States of America
| | - Jennifer Gunberg Ross
- Villanova University, M. Louise Fitzpatrick College of Nursing, United States of America.
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Raghavan D, Matua GA, Seshan V, John Prince E. Male Student Challenges in a Maternity Nursing Clinical Course in a Middle Eastern Country: Strategies for Improved Performance and Future Implications for Nursing Education and Practice. SAGE Open Nurs 2023. [DOI: 10.1177/23779608231160482] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/07/2023] Open
Abstract
Introduction As the number of males, entering nursing and midwifery increase in number, challenges faced by these males during training sessions also is on rise. Since these challenges vary from culture to culture, it is essential to understand the experiences and challenges of male nursing students during their nursing education. Aim To explore the challenges faced by male nursing students in learning maternal health nursing and the remedial strategies to improve their performance as identified by the students. Design A descriptive qualitative research design using focus group discussion method was used. Methods Twenty-two (22) undergraduate male nursing students enrolled in the Maternal Health Nursing Course during the Academic Years 2017 and 2018 were purposively selected to participate in the study through five (5) focus groups each comprising between four to six students. Results Three themes emerged from the study: (a) cultural constraints in the clinical learning process; (b) traditional gender-biased role expectations, and (c) alternative teaching strategies. In terms of “ cultural constraints,” the students felt the Arabic culture was the main barrier in direct patient care in midwifery practice. In relation to “ gender-biased role expectations,” the students reported that they felt “ not accepted and isolated” in midwifery clinical areas. Thirdly, the “ alternative teaching strategies” relate to the student's remedy to the cultural constraints and the gender bias faced that undermined their learning and overall performance in maternity nursing course . These alternative ways of learning included, “ increased involvement of nurses and midwives in teaching learning”; “ cultivating positive relationship between the clinical instructor and students,” and the “ use of high fidelity simulation to learn skills in midwifery education.” Conclusion The study findings revealed that male student nurses face significant challenges in maternity nursing course.
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Affiliation(s)
- Divya Raghavan
- Maternal and Child Health Department, College of Nursing, Sultan Qaboos University, Muscat, Oman
| | - Gerald Amandu Matua
- Fundamentals and Administration Department, College of Nursing, Sultan Qaboos University, Muscat, Oman
| | - Vidya Seshan
- Maternal and Child Health Department, College of Nursing, Sultan Qaboos University, Muscat, Oman
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Subu MA, Ahmed FR, Al-Yateem N, Dias JM, Rahman SA, AbuRuz ME, Hassan MM, Hamad SH, Al Mubarak Al Ghafli S, Hassan Z, Alnaqbi AR. Barriers and facilitators to enrolling in nursing programs as perceived by male students: a qualitative study in the United Arab Emirates. Int J Nurs Educ Scholarsh 2023; 20:ijnes-2022-0075. [PMID: 36803405 DOI: 10.1515/ijnes-2022-0075] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/24/2022] [Accepted: 02/04/2023] [Indexed: 02/23/2023]
Abstract
OBJECTIVES Despite the cultural challenges and stigma associated with nursing in the United Arab Emirates, there has been an increase in male nursing students. It is therefore important to understand barriers and facilitators that influence their decision to choose nursing education. METHODS This qualitative study used purposive sampling to recruit 30 male undergraduate students. Semi-structured interviews were conducted and data were analyzed with thematic analysis. RESULTS Ten themes were identified that described barriers and facilitators to choosing nursing programs as perceived by male students. Four themes reflected barriers and six themes were identified that encompassed facilitators to choosing nursing programs. CONCLUSIONS For international audiences, our findings could be helpful in enhancing both the recruitment and educational opportunities for male nursing students. Male students may be inspired to pursue the nursing profession by the presence of men in the profession and favorable male role models. Effort is needed to recruit male role models in nursing schools.
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Affiliation(s)
- Muhammad Arsyad Subu
- College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates.,Faculty of Nursing and Midwifery, Universitas Binawan Jakarta, Jakarta, Indonesia
| | - Fatma Refaat Ahmed
- College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates
| | - Nabeel Al-Yateem
- College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates.,Faculty of Nursing and Midwifery, Universitas Binawan Jakarta, Jakarta, Indonesia
| | | | - Syed Azizur Rahman
- College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates
| | - Mohannad Eid AbuRuz
- Faculty of Nursing and Midwifery, Universitas Binawan Jakarta, Jakarta, Indonesia.,Faculty of Nursing, Applied Science Private University, Amman, Jordan
| | - Muna Mohamed Hassan
- College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates
| | - Safa Hamed Hamad
- College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates
| | | | - Zuleikha Hassan
- College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates
| | - Aisha Rashid Alnaqbi
- College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates
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Shudifat R, Algunmeeyn A, Shoqirat N, Alja'afreh M. The Experience of Being Male Nurse: Exploring the Enhancing Factors and Barriers of Jordanian Nursing Students. SAGE Open Nurs 2023; 9:23779608231164080. [PMID: 36949850 PMCID: PMC10026134 DOI: 10.1177/23779608231164080] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/21/2022] [Revised: 02/17/2023] [Accepted: 02/27/2023] [Indexed: 03/19/2023] Open
Abstract
Introduction Despite advances in health care and education, males continue to be considered a minority in nursing programs. Little is known about the decision of Jordanian male nursing students to become nurses. Objective The purpose of this research was to explore the factors that encourage or discourage Jordanian male nursing students from pursuing a career in nursing. Methods A qualitative narrative approach was used for this study. Data were collected using semi-structured individual interviews. Purposive sampling was used in the research. In this study, interviews were conducted with a sample of 28 male college students. Results The current study discovered that the following six themes exemplified the male nursing students' lives: "helping and caring," "job security and economic stability," "parents and peer influence," "level of autonomy," "social stigma," and "long working hours." Conclusion The study's findings highlighted the importance of researching male nursing students' motivating and inhibiting factors.
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Affiliation(s)
- Raed Shudifat
- Department of Adult Health Nursing, Faculty of Nursing, Mutah University, Karak, Jordan
| | - Abdullah Algunmeeyn
- Advanced Nursing Department, Faculty of Nursing, Isra University, Amman, Jordan
- Abdullah Algunmeeyn, Advanced Nursing
Department, Faculty of Nursing, Isra University, P.O. Box 33, Amman 11622,
Jordan.
| | - Noordeen Shoqirat
- Department of Adult Health Nursing, Faculty of Nursing, Mutah University, Karak, Jordan
| | - Mahmoud Alja'afreh
- Department of Adult Health Nursing, Faculty of Nursing, Mutah University, Karak, Jordan
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18
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Guy M, Hughes K, Ferris‐Day P. Lack of awareness of nursing as a career choice for men: A qualitative descriptive study. J Adv Nurs 2022; 78:4190-4198. [PMID: 35909094 PMCID: PMC9796946 DOI: 10.1111/jan.15402] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/15/2022] [Revised: 07/15/2022] [Accepted: 07/22/2022] [Indexed: 01/07/2023]
Abstract
AIMS This research aimed to identify the factors that impact why men do not view nursing as a career choice. DESIGN Qualitative description was utilized to capture the rich narratives and insight of participants. METHODS Through convenience sampling, nine New Zealand qualified male nurses within their first three years of practice were recruited. Semi-structured interviews were conducted between November 2019 and January 2020 via zoom from sites across New Zealand. All interviews were recorded and transcribed, with the data analysed using Braun and Clarke's thematic analysis. RESULTS The findings reflected the experiences of the research participants as they made sense of a predominantly female-dominated work environment both during their undergraduate training and prior to recruitment. The research identified two key themes: The first found that men in nursing experienced isolation due to the societal gendering of nursing influencing the participant's knowledge and understanding of what nursing was, as a career. The second theme found that for participants, nursing was not prominent in their awareness when leaving school and making career choices. CONCLUSION This research indicates that nursing as a career choice for men is still underpinned by a lack of understanding of the actual role of the nurse and what nurses do, and is more supported by a societal perception that nursing is still a feminized profession. Findings can be used to make recommendations for change in the profession to strengthen diversity in the workforce and redefine the recruitment of men into nursing. IMPACT This research reviewed the career choices of men in nursing and why they chose nursing as a profession. Understanding the barriers of why men do not consider nursing as a career choice assists with finding strategies in both the clinical and academic environments that can enable greater gender diversity within the nursing profession. NO PATIENT OR PUBLIC CONTRIBUTION This applies to this research as the focus was on male registered nurses only.
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Affiliation(s)
- Max Guy
- Massey UniversityPalmerston NorthNew Zealand
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19
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Men in the service of humanity: Sociocultural perceptions of the nursing profession in South Africa. AFRICAN JOURNAL OF HEALTH PROFESSIONS EDUCATION 2022. [DOI: 10.7196/ajhpe.2022.v14i4.1546] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022] Open
Abstract
Background. The classification of nursing as a female-gendered profession, along with patriarchally determined cultural gender roles, makes it difficult for men to select nursing as a career and to excel in their caring capacity as nurses.Objective. To gain in-depth insights into and an understanding of male nursing students’ perceptions of the nursing profession.Methods. A generic qualitative approach, which was explorative, descriptive and contextual, was used to conduct the study. Sixteen male nursing students at two nursing education institutions in KwaZulu-Natal Province, South Africa, were purposively sampled to participate in the study. Data were collected using semi-structured interviews and unstructured observation. Thereafter, thematic analysis was used to analyse the data.
Results. Three main themes were developed from the interview data. The participants perceived nursing as the extension of women’s work, with low social status ‒ nursing is not considered to be a profession for men. During the provision of nursing care, feelings of discomfort and embarrassment were experienced. They feared misinterpretation of their care, especially when caring for the naked body when alone with a patient. They resorted to the use of cautious caring, where they do not provide physical care alone, but seek support, especially from female nurses.
Conclusion. Male nursing students require role models to support them in their academic journey towards becoming competent practitioners. A male-friendly environment should be created to enable them to provide quality nursing care to all patients. The society needs to be empowered in understanding that men choose the nursing profession to provide care, and that they are capable of caring for the sick.
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Liu HY, Han HM, Chao CY, Chen HF, Wu SM. Performative Masculinity: A META-Ethnography of Experiences of Men in Academic and Clinical Nursing. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:14813. [PMID: 36429531 PMCID: PMC9690486 DOI: 10.3390/ijerph192214813] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/20/2022] [Revised: 11/06/2022] [Accepted: 11/08/2022] [Indexed: 06/16/2023]
Abstract
Gender differences and stereotypes have been widely studied. Performative masculinity or "doing gender" is the adoption of traits considered to be "masculine" to achieve acceptance in society. Performative masculinity, as it relates to career development for men in nursing, could be affected by internal attitudes and career choice, and external influences of culture. There are no critical systematic reviews to describe this process. The aim of this study was to synthesize research on how men in nursing experience masculine identity at work. A systematic literature search and qualitative synthesis using meta-ethnography guided this study. The literature search included studies from the electronic databases of PubMed, CINAHL, Medline, and Airiti Library, published in English or Chinese from 1994 to 2016. Eleven studies met the inclusion criteria. The meta-syntheses identified three themes describing how men in nursing experience masculine identity at work: (1) Nursing could be a gendered-neutral occupation suitable to both genders; (2) performative masculinity; and (3) strategies used when providing bodywork and care. Exploring insights about the tensions of performative masculinity among men in nursing, this study may help to address the challenges encountered in nursing education, practice, and career development. Establishing a male nursing model based on evidence from academic and clinical practice for nursing students and professional nurses could help to meet the increasing demand for nurses.
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Affiliation(s)
- Hsing-Yuan Liu
- Department of Nursing, Chang Gung University of Science and Technology, Taoyuan City 33303, Taiwan
- Department of Nursing, Linkous Chang Gung Memorial Hospital, Taoyuan City 33303, Taiwan
- Department of Nursing, Chang Gung University, Taoyuan City 33303, Taiwan
| | - Hui-Mei Han
- Department of Nursing, Chang Gung University of Science and Technology, Taoyuan City 33303, Taiwan
- Department of Nursing, New Taipei Municipal Tu Cheng Hospital, New Taipei 236017, Taiwan
| | - Chun-Yen Chao
- Department of Cosmetic, Chang Gung University of Science and Technology, Taoyuan City 33303, Taiwan
| | - Hsiu-Fang Chen
- Department of Nursing, Chang Gung University of Science and Technology, Taoyuan City 33303, Taiwan
| | - Sheau-Ming Wu
- Department of Nursing, Chang Gung University of Science and Technology, Taoyuan City 33303, Taiwan
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Veesart A, Cannon S. The lived experience of nursing students who were unsuccessful in an undergraduate nursing program-A narrative inquiry. NURSE EDUCATION TODAY 2022; 118:105517. [PMID: 36057148 DOI: 10.1016/j.nedt.2022.105517] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/21/2021] [Revised: 07/29/2022] [Accepted: 08/15/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Historically, attrition rates among nursing students in the United States have been a significant problem. However, beyond academic struggles, little is known about the unsuccessful experiences of nursing students. A glimpse into unsuccessful nursing students' perceptions and stressors, other than academic requirements, provides a framework for nurse educators to develop an identification system for at-risk students. DESIGN This study aimed to focus on the student perception of failure, beyond academic results. A phenomenological study using narrative inquiry methodology was used for the study. PARTICIPANTS The purposive sampling approach included thirty-seven students who were unsuccessful in a baccalaureate nursing program. All students were interviewed and analysis was completed. METHODS Our analysis revealed both intrinsic and extrinsic motivators presented as an important factor for each student's success. Although each participant had unique circumstances, common themes emerged. These findings support the need for support that goes beyond support with academic studies. RESULTS Holistic admissions processes need to be utilized, ensuring the best candidates, are admitted to nursing programs. Admission criteria should expand beyond grade point average requirements, and possibly include some form of stress management evaluation, or consideration of extrinsic influences.
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Affiliation(s)
- Amanda Veesart
- Texas Tech University Health Sciences Center School of Nursing, 3601 4th Street, Lubbock, TX 79430, United States of America.
| | - Sharon Cannon
- Texas Tech University Health Sciences Center School of Nursing, 3601 4th Street, Lubbock, TX 79430, United States of America.
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22
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Wu C, Fu MM, Cheng SZ, Lin YW, Yan JR, Wu J, Zhang XY, Cao BH, Du J, Lang HJ. Career Identity and Career Success among Chinese male nurses: The mediating role of Work Engagement. J Nurs Manag 2022; 30:3350-3359. [PMID: 36056581 PMCID: PMC10087454 DOI: 10.1111/jonm.13782] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/05/2022] [Revised: 06/26/2022] [Accepted: 08/29/2022] [Indexed: 11/29/2022]
Abstract
AIM This study aimed to investigate the effect of career identity on career success among Chinese male nurses and to examine the mediating role of work engagement in this relationship. BACKGROUND Recently, with the development of the nursing career, male nurses take up a higher share and play a more important role in the nursing team. With its own particularity and advantages, this group's stability closely relates to the future of the nursing team. Therefore, promoting the career success of the male nurses is essential to the nursing team development. METHODS The data were collected in China. A sample of 557 male nurses completed measures of career identity, work engagement and career success scale. Structural equation model was adopted to verify the research hypotheses. RESULTS Career identity was significantly and positively related to male nurses' work engagement and career success (p< .01). And work engagement partially mediated the association between career identity and career success. CONCLUSION Career identity are critical to predicting and enhancing male nurses' career success. Work engagement plays an intervening mechanism explaining how career identity promotes career success among male nurses. IMPLICATIONS FOR NURSING MANAGEMENT Nursing management should minimize the impact of the traditional concept, implement the gender equality and provide moderate care for male nurses to facilitate balanced development of gender by upgrading the management system. The administrators should carry out skill training based on male nurses' features and the need of the department. Given full play to their respective advantages, male nurses will make great progress in professional development and achieve greater career identity and work engagement. Meanwhile, the further exploration of better incentive mechanism also makes sense in improving career identity and work engagement by the reform of performance appraisal mechanism and salary adjustment according to their ability.
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Affiliation(s)
- Chao Wu
- Department of Nursing, Fourth Military Medical University, Shaanxi, China
| | - Mi-Mi Fu
- Department of pharmacy, Sanya Rehabilitation center, Hainan, China
| | - Si-Zhe Cheng
- Department of Military Medical Psychology, Fourth Military Medical University, Shaanxi, China
| | - Ya-Wei Lin
- Department of Nursing, Fourth Military Medical University, Shaanxi, China
| | - Jia-Ran Yan
- Department of Nursing, Fourth Military Medical University, Shaanxi, China
| | - Jing Wu
- Department of Nursing, Fourth Military Medical University, Shaanxi, China
| | - Xin-Yan Zhang
- Department of engineer, Army 75 Group Military Hospital, Kunming, China
| | - Bao-Hua Cao
- Department of Nursing, Fourth Military Medical University, Shaanxi, China
| | - Juan Du
- Department of Nursing, Fourth Military Medical University, Shaanxi, China
| | - Hong-Juan Lang
- Department of Nursing, Fourth Military Medical University, Shaanxi, China
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23
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Diversity, equity, and inclusion in nursing education: Strategies and processes to support inclusive teaching. J Prof Nurs 2022; 42:67-72. [DOI: 10.1016/j.profnurs.2022.05.013] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/16/2021] [Revised: 05/26/2022] [Accepted: 05/26/2022] [Indexed: 11/19/2022]
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Subu MA, Al Yateem N, Dias JM, Rahman SA, Ahmed FR, Abraham MS, AbuRuz ME, Hassan Z, Alnaqbi ARM. Listening to the minority: A qualitative study exploring male students' perceptions of the nursing profession and reasons for choosing nursing as a career. NURSE EDUCATION TODAY 2022; 116:105442. [PMID: 35728331 DOI: 10.1016/j.nedt.2022.105442] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/03/2022] [Revised: 05/23/2022] [Accepted: 06/08/2022] [Indexed: 06/15/2023]
Abstract
INTRODUCTION Nursing is a rapidly growing profession that has traditionally been dominated by women. Research has highlighted various challenges associated with increasing the number of male nurses, such as cultural challenges and stigma related to nursing. The United Arab Emirates (UAE) has experienced an increase in male students enrolling in nursing programs. To ensure this is sustainable, it is important to understand how male students perceive nursing and clarify factors that influence their decision to choose nursing as a career. OBJECTIVES To explore male nursing students' perspectives of the nursing profession and understand why they chose nursing as a career. METHODS Participants in this qualitative analysis were 30 male students that were selected using purposive sampling. Semi-structured interviews were used to collect data about participants' experiences. We used a qualitative content analysis to guide the data analysis. RESULTS Three main themes were identified that described male students' perspectives of and reasons for choosing nursing: (1) perceptions of nurses and nursing profession; (2) individuals as facilitators or role models in choosing the nursing profession; and (3) barriers to choosing the nursing profession. DISCUSSION AND CONCLUSION Our results regarding barriers and facilitators for male students in choosing to study nursing may be useful to help improve the recruitment of and learning opportunities for male nursing students. Highlighting the male presence in the nursing profession and positive male role models may encourage males to enter the profession. Therefore, understanding the experiences of male nursing students in choosing nursing as a career has important implications for nursing practice and education.
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Affiliation(s)
- Muhammad Arsyad Subu
- College of Health Sciences University of Sharjah, United Arab Emirates; Faculty of Nursing and Midwifery Universitas Binawan Jakarta, Indonesia.
| | - Nabeel Al Yateem
- College of Health Sciences University of Sharjah, United Arab Emirates; Faculty of Nursing and Midwifery Universitas Binawan Jakarta, Indonesia
| | | | - Syed Azizur Rahman
- College of Health Sciences University of Sharjah, United Arab Emirates; Faculty of Nursing and Midwifery Universitas Binawan Jakarta, Indonesia
| | | | - Mini Sara Abraham
- College of Health Sciences University of Sharjah, United Arab Emirates
| | - Mohannad Eid AbuRuz
- College of Health Sciences University of Sharjah, United Arab Emirates; Faculty of Nursing and Midwifery Universitas Binawan Jakarta, Indonesia
| | - Zuleikha Hassan
- College of Health Sciences University of Sharjah, United Arab Emirates
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25
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Lee H, Kim NY, Lee M, Park H. Factors Influencing Male Nursing Students' Adaptation to College Life in Korea. J Nurs Res 2022; 30:e220. [PMID: 35638920 DOI: 10.1097/jnr.0000000000000502] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022] Open
Abstract
BACKGROUND Male nursing students face challenges in the nursing profession because of its female-centered nature. In particular, most male students in South Korea must complete military service while in college. Although these kinds of situations may make it difficult for them to adapt to college life, the number of male nursing students is gradually increasing. Therefore, it is important to identify the influencing factors to promote male nursing students' successful adaptation to college life. PURPOSE This study was developed to investigate the relationship between self-efficacy, social support, stress coping, and adaptation to college life among male nursing students in Korea. Factors that influence their adaptation to college life were also analyzed. METHODS A cross-sectional study was conducted on 217 male nursing students from seven colleges in Korea. Participants completed a questionnaire that was designed to measure self-efficacy, social support, stress coping, and adaptation to college life. Data were analyzed using descriptive statistics, independent t test, one-way analysis of variance, Scheffé test, Pearson's correlation coefficient, and multiple regression. RESULTS Male nursing students' self-efficacy, social support, stress coping, and adaptation to college life were shown to all positively correlate with each other. The main factors influencing adaptation to college life were social support, self-efficacy, satisfaction with major, and problem-solving-centered stress coping. CONCLUSIONS Strategies to enhance social support, self-efficacy, satisfaction with major, and problem-solving-centered stress coping should be developed to improve male nursing students' adaptation to college life.
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Affiliation(s)
- Hwajin Lee
- MSN, RN, Teaching Assistant, Department of Nursing, Honam University, Gwanju, South Korea
| | - Nam Young Kim
- PhD, RN, Assistant Professor, Department of Nursing, Jungwon University, Goesan, South Korea
| | - Mikyoung Lee
- PhD, RN, Assistant Professor, Department of Nursing, Kwangju Women's University, Gwangju, South Korea
| | - Hyunyoung Park
- PhD, RN, Associate Professor, College of Nursing, Chonnam National University, Gwangju, South Korea
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Montayre J, Alananzeh I, Bail K, Barnewall K, Beament T, Campbell S, Carmody C, Chan A, Donnelly F, Duff J, Ferguson C, Gibson J, Harbour P, Ireland CJ, Liu XL, Luyke P, Maneze D, McDonall J, McTier L, Mulquiney T, O'Brien J, Pelentsov LJ, Ramjan LM, Reedy N, Richards GM, Roche MA, Smith BW, Benjamin JY, Theobald KA, Tori KE, Wall P, Wallis E, Yokota L, Zugai J, Salamonson Y. Development and psychometric testing of the gender misconceptions of men in nursing (GEMINI) scale among nursing students. Contemp Nurse 2022; 58:253-263. [PMID: 35881770 DOI: 10.1080/10376178.2022.2107041] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
Abstract
BACKGROUND Misconceptions about men in nursing may influence recruitment and retention, further perpetuating the gender diversity imbalance in the nursing workforce. Identifying misconceptions and implementing early intervention strategies to address these deep-rooted stereotypes remain challenging but is considered critical to support students who are commencing a nursing career. OBJECTIVE To develop and evaluate the psychometric properties of the 'Gender Misconceptions of meN in nursIng (GEMINI) Scale. DESIGN Cross-sectional survey. METHODS Pre-registration nursing students enrolled in undergraduate nursing programs across 16 nursing institutions in Australia were surveyed from July to September 2021. The 17-item self-report GEMINI Scale measured the gender misconceptions of men in nursing. RESULTS Of the 1410 completed surveys, data from 683 (45%) women were used for exploratory factor analysis showing a one factor structure, while data from 727 men (47%) were used for confirmatory factor analysis of the 17-item GEMINI Scale, which showed a good model fit. The scale demonstrated high internal consistency (Cronbach's alpha of 0.892). Men were found to have higher gender misconceptions (p < 0.001) while respondents who: a) identified nursing as their first career choice (p = 0.002); b) were in their final year of program enrolment (p = 0.016); and c) engaged in health-related paid work (p = 0.002) had lower gender misconceptions. CONCLUSION The GEMINI Scale is a robust, valid, reliable, and easy to administer tool to assess misconceptions about men in nursing, which may potentially influence academic performance and retention. Identifying and addressing specific elements of misconceptions could inform targeted strategies to support retention and decrease attrition among these students. IMPACT STATEMENT Genderism harms nursing, as well as the men and women working in the profession. Recruitment and retention of men into nursing is needed to cultivate male role models and diversify the workforce, however this is impeded by negative portrayals in popular culture and misconceptions entrenched in society.
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Affiliation(s)
- Jed Montayre
- Senior Lecturer, Western Sydney University, School of Nursing and Midwifery, Locked Bag 1797, Penrith NSW 2751, , Twitter: @JedMontayre
| | | | - Kasia Bail
- Associate Professor, University of Canberra, Discipline of Nursing, Ageing Research Group,
| | - Kate Barnewall
- Lecturer, Griffith University, School of Nursing and Midwifery,
| | - Tania Beament
- Director International, Edith Cowan University, School of Nursing and Midwifery,
| | - Steve Campbell
- Professor of Clinical Redesign, Nursing, University of Tasmania, School of Nursing, College of Health and Medicine,
| | - Cathy Carmody
- Lecturer, Griffith University, School of Nursing and Midwifery,
| | - Alex Chan
- Lecturer, University of Wollongong, School of Nursing,
| | - Frank Donnelly
- Head of School, University of Adelaide, Adelaide Nursing School,
| | - Jed Duff
- Chair of Nursing Royal Brisbane and Women's Hospital, Queensland University of Technology, Centre for Healthcare Transformation,
| | - Caleb Ferguson
- Associate Head of School (Research), University of Wollongong, School of Nursing,
| | - Jo Gibson
- Senior Lecturer - Nursing, University of Canberra, School of Nursing, Midwifery & Public Health,
| | - Peta Harbour
- Deputy Head of School, Australian Catholic University, School of Nursing, Midwifery and Paramedicine,
| | - Colin J Ireland
- Lecturer, University of South Australia, Clinical and Health Sciences,
| | - Xian-Liang Liu
- Undergraduate Honours Academic Lead
- Charles Darwin University, College of Nursing and Midwifery,
| | - Patricia Luyke
- Associate Lecturer, University of Southern Queensland, School of Nursing and Midwifery,
| | - Della Maneze
- Research Associate, Western Sydney University, School of Nursing and Midwifery,
| | - Jo McDonall
- Director of Undergraduate Studies, Deakin University, School of Nursing and Midwifery,
| | - Lauren McTier
- Associate Head of School (Teaching and Learning), Deakin University, School of Nursing and Midwifery,
| | - Tameeka Mulquiney
- Lecturer, Charles Sturt University, School of Nursing, Paramedicine and Healthcare Sciences,
| | - Jane O'Brien
- Lecturer, University of Tasmania, School of Nursing, College of Health and Medicine,
| | - Lemuel J Pelentsov
- Program Director, University of South Australia, Clinical and Health Sciences,
| | - Lucie M Ramjan
- Associate Professor, Western Sydney University, School of Nursing and Midwifery,
| | - Natasha Reedy
- Bachelor of Nursing Program Director, University of Southern Queensland, School of Nursing and Midwifery,
| | - Gina M Richards
- Adjunct Lecturer, Edith Cowan University, School of Nursing and Midwifery,
| | - Michael A Roche
- Professor, University of Canberra, Faculty of Health, Adjunct Professor, University of Technology Sydney, School of Nursing and Midwifery,
| | - Brandon W Smith
- Research Assistant, Western Sydney University, School of Nursing and Midwifery,
| | - Jing-Yu Benjamin
- Associate Dean Research, Charles Darwin University, College of Nursing and Midwifery,
| | - Karen A Theobald
- Academic Lead Education, Queensland University of Technology, School of Nursing,
| | - Kathleen E Tori
- Associate Professor, University of Tasmania, School of Nursing,
| | - Peter Wall
- Lecturer, Murdoch University, College of Science, Health, Engineering and Education,
| | - Emily Wallis
- Senior Lecturer, University of Canberra, School of Nursing, Midwifery and Public Health,
| | - Luke Yokota
- Inaugural Chair, Australian College of Nursing, Men in Nursing Working Party,
| | - Joel Zugai
- Lecturer, The University of Notre Dame, Faculty of Medicine, Nursing and Midwifery and Health Sciences,
| | - Yenna Salamonson
- Professor, Western Sydney University, School of Nursing and Midwifery, Locked Bag 1797, Penrith NSW 2751, , Twitter: @salamonson
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Advancing Diversity in Nursing Education: A Groundwater Approach. J Prof Nurs 2022; 41:140-148. [DOI: 10.1016/j.profnurs.2022.05.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/07/2022] [Revised: 05/06/2022] [Accepted: 05/10/2022] [Indexed: 11/18/2022]
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Lyu X, Akkadechanunt T, Soivong P, Juntasopeepun P, Chontawan R. A qualitative systematic review on the lived experience of men in nursing. Nurs Open 2022; 9:2263-2276. [PMID: 35666064 PMCID: PMC9374391 DOI: 10.1002/nop2.1269] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/30/2021] [Revised: 03/15/2022] [Accepted: 05/15/2022] [Indexed: 11/18/2022] Open
Abstract
Aim This qualitative systematic review was conducted to describe the lived experience of men in nursing. Design A systematic review of qualitative studies. Methods Five databases (Scopus, CINAHL, MEDLINE, PsycINFO and Embase) were systematically searched. The PRISMA guideline was used for reporting the literature search in different phases, and the Critical Appraisal Skills Program, a qualitative research checklist, was used to evaluate the studies that met the inclusion criteria. Thomas and Harden's thematic analysis approach for qualitative research was used for data synthesis. Results Six qualitative studies were included. Five analytical themes related to lived experiences of men in nursing emerged: value in nursing, the double‐edged sword of gender, being accepted in the nursing profession, attractions of nursing and coping strategies.
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Affiliation(s)
- Xiaochen Lyu
- The First Affiliated Hospital of Wannan Medical College, Wuhu, China.,Faculty of Nursing, Chiang Mai University, Chiang Mai, Thailand
| | | | - Pratum Soivong
- Faculty of Nursing, Chiang Mai University, Chiang Mai, Thailand
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Rousseau JB, Hunter RG. Concerns of Prelicensure Nursing Students Before a Maternal-Newborn Clinical Rotation. Nurs Womens Health 2022; 26:205-214. [PMID: 35545134 DOI: 10.1016/j.nwh.2022.03.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/27/2021] [Revised: 01/13/2022] [Accepted: 03/29/2022] [Indexed: 06/15/2023]
Abstract
OBJECTIVE To describe the concerns of prelicensure nursing students before their clinical rotation in the maternal-newborn setting. DESIGN Qualitative descriptive design with one open-ended survey question. SETTING/PROBLEM A private U.S. Midwest master's entry prelicensure nursing program. Students' concerns before beginning a maternal-newborn clinical rotation have not been fully explored in the literature and may differ from those reported by students in other clinical rotations. If not addressed, these concerns could negatively affect the clinical learning experience and hinder student success. PARTICIPANTS Prelicensure nursing students enrolled in the Nursing Care of Women and Newborns course at an urban graduate college of nursing. INTERVENTION/MEASUREMENTS On the first day of the course, students were asked to write on an index card their most pressing concern related to their upcoming maternal-newborn rotation. Participation was voluntary and anonymous. Course directors analyzed the responses for themes and further divided them by setting: labor and birth, newborn, postpartum, generalized (concerns across maternal-newborn clinical areas), and miscellaneous (nonclinical concerns). RESULTS A total of 130 concerns were reported by 125 students. Of these concerns, 47% (n = 62) were related to labor and birth, and 4.6% (n = 6) were related to caring for newborns; 40% (n = 51) were general clinical concerns, and 8.5% (n = 11) were of a nonclinical nature. No students in this study expressed concern about being assigned to care for individuals on the postpartum unit. Although some concerns were similar to those reported previously in the literature, others were unique to the maternal-newborn setting. CONCLUSION Prelicensure nursing students have concerns that are unique to the maternal-newborn setting. When student concerns are known before clinical rotations, course faculty, clinical instructors, and staff nurses can adapt strategies to reduce stress and improve the clinical learning environment for students so that they can be successful.
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Zhao L, Su Y, Jiang N, Zhou F, Liao L, Liu Y. Changes in professional commitment of undergraduate nurse students before and after internship: a longitudinal study. BMC MEDICAL EDUCATION 2022; 22:282. [PMID: 35422035 PMCID: PMC9011945 DOI: 10.1186/s12909-022-03364-0] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/30/2021] [Accepted: 04/11/2022] [Indexed: 05/15/2023]
Abstract
BACKGROUND Experiencing internship shapes nursing students' professional commitment and aggravates its changes. However, few studies have been investigated how this changes empirically. OBJECTIVES The aims of this study are to investigate (a) what are the changes of professional commitment of nursing students before and after the internship? (b) Which of multiple independent variables is the strongest predictor? METHODS A longitudinal study was conducted with 996 senior undergraduate nursing students (ready to enter clinical practice) in the China universities. The survey was conducted in the spring of 2015 and autumn of 2016. The data were collected by a paper-and-pencil questionnaire. The instruments used included Professional Commitment Scale and Perceived Stress Scale. Analysis of paired t-test and linear regression analysis were performed on the data. RESULTS Nursing students showed lower professional commitment (2.79 ± 0.36) than they were (2.92 ± 0.36) before internship. Socio-demographic variables, pre-internship professional commitment and stress perceived during internship predicted 40.1% of the variance in the post-internship commitment. DISCUSSION These data summarize the nursing students' professional commitment changes and the main influential factors that contribute to post-internship professional commitment of undergraduate nursing student. The findings are timely, which indicate that senior nursing students' professional commitment can be increased by enhancing pre-internship commitment and reducing students' stress levels during internship.
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Affiliation(s)
- Ling Zhao
- University of South China School of Nursing, West Changsheng Road #28, Hengyang, 421001, Hunan Province, China
| | - Yinhua Su
- University of South China School of Nursing, West Changsheng Road #28, Hengyang, 421001, Hunan Province, China
| | - Na Jiang
- Xiangnan University School of Nursing, Chenzhou, Hunan Province, China
| | - Fanhua Zhou
- Xiangnan University School of Nursing, Chenzhou, Hunan Province, China
| | - Li Liao
- University of South China School of Nursing, West Changsheng Road #28, Hengyang, 421001, Hunan Province, China.
| | - Yannan Liu
- School of Nursing, Hunan University of Medicine, Huaihua, Hunan Province, China.
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Taylor J, Marland G, Whitford H, Carson M, Leece R. Isolation and Marginalization: Exploring Attrition of Men in Preregistration Nursing Programs. J Nurs Educ 2022; 61:179-186. [PMID: 35384765 DOI: 10.3928/01484834-20220209-02] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
BACKGROUND In Scotland, similar to other countries, male nursing students have a high attrition rate. This study examined the reasons for and ways to decrease the attrition rate. METHOD This four-phase collaborative study included four Scottish universities. Phase 1 involved three telephone interviews with men who had left a nursing program. Phases 2 through 4 used focus groups and interviews with 18 nursing students (13 men and 5 women) and 12 nurse lecturers. Thematic analysis followed a four-stage process. RESULTS Male nursing students in this study felt isolated and marginalized, were stereotyped regarding their masculinity and physical attributes, had difficulty communicating, and were reluctant to seek help. Financial pressures and access to learning opportunities also disproportionately affected male students. Resilience and maturity are required to cope with these challenges. CONCLUSION Proactive measures and visible role models in academic and clinical environments are needed to support male students in completing their nursing education. [J Nurs Educ. 2022;61(4):179-186.].
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Twidwell J, Dial D, Fehr C. Gender, career choice confidence, and perceived faculty support in baccalaureate nursing students. J Prof Nurs 2022; 39:96-100. [DOI: 10.1016/j.profnurs.2022.01.006] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2021] [Revised: 12/31/2021] [Accepted: 01/04/2022] [Indexed: 11/16/2022]
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Lydon S, Madden C, Byrne D, O'Connor P. Advancing consideration of gender within health profession education: What is required? MEDICAL EDUCATION 2022; 56:250-252. [PMID: 34741335 DOI: 10.1111/medu.14685] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/01/2021] [Accepted: 10/15/2021] [Indexed: 06/13/2023]
Affiliation(s)
- Sinéad Lydon
- School of Medicine, National University of Ireland Galway, Galway, Ireland
- Irish Centre for Applied Patient Safety and Simulation, National University of Ireland Galway, Galway, Ireland
| | - Caoimhe Madden
- Irish Centre for Applied Patient Safety and Simulation, National University of Ireland Galway, Galway, Ireland
- Discipline of General Practice, National University of Ireland Galway, Galway, Ireland
| | - Dara Byrne
- School of Medicine, National University of Ireland Galway, Galway, Ireland
- Irish Centre for Applied Patient Safety and Simulation, National University of Ireland Galway, Galway, Ireland
| | - Paul O'Connor
- Irish Centre for Applied Patient Safety and Simulation, National University of Ireland Galway, Galway, Ireland
- Discipline of General Practice, National University of Ireland Galway, Galway, Ireland
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Johnson R, Browning K, DeClerk L. Strategies to Reduce Bias and Racism in Nursing Precepted Clinical Experiences. J Nurs Educ 2021; 60:697-702. [PMID: 34870500 DOI: 10.3928/01484834-20211103-01] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
BACKGROUND Nursing programs are tasked with ensuring diverse, equitable, and inclusive (DEI) learning environments for all student learners. With calls to diversify the nursing workforce, engaging nursing preceptors in program-wide DEI initiatives are crucial. Preceptors lacking commitment to DEI could result in poor patient-preceptor communication, tense learning environments, or biased evaluations of students. METHOD Suggestions for successful strategies to include the preceptor in nursing program's antiracism initiatives are based on the current literature. RESULTS Best practices include providing antiracism training for preceptors, decreasing potential for bias in student evaluations, inquiring about observed racism in clinical sites, and equipping students to be upstanders for antiracism and DEI interventions. CONCLUSION Dismantling racism and bias in nursing education requires a multilevel strategy. Nursing programs and nurse educators have a responsibility for ensuring a bias-free learning environment and should include the preceptor in antiracism strategic planning. [J Nurs Educ. 2021;60(12):697-702.].
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Jiang N, Gu P, Liu K, Song N, Jiang X. Acceptance of COVID-19 vaccines among college students: a study of the attitudes, knowledge, and willingness of students to vaccinate. Hum Vaccin Immunother 2021; 17:4914-4924. [PMID: 35061570 PMCID: PMC8903945 DOI: 10.1080/21645515.2021.2013077] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2021] [Revised: 11/19/2021] [Accepted: 11/25/2021] [Indexed: 02/08/2023] Open
Abstract
Universities are considered high risk areas for COVID-19 outbreaks given the crowded environment of campuses with high mobility and limited space. As such, vaccination is considered an essential intervention that could greatly reduce the incidence and spread of this deadly infectious disease. However, the willingness of college students to receive the COVID-19 vaccine varies significantly. Therefore, a study on the acceptance of COVID-19 vaccines in college students that explores the attitudes, knowledge, willingness, and key factors influencing vaccination acceptance is of great significance to improve vaccine coverage and control the pandemic. A cross-sectional survey was conducted on students from three universities in China. Descriptive statistics, independent sample t tests/one-way ANOVA (normal distribution), Mann-Whitney U tests/Kruskal-Wallis H tests (skewness distribution) and multivariate linear regression were performed. As a result, a total of 3,256 students participated in the survey. Students' willingness to receive the COVID-19 vaccine was high (86%), and they had good knowledge of the vaccine (77.9%). However, they had a low-risk perception of COVID-19 and less positive attitudes toward vaccination (69.8%). The main influencing factors were sex, age, specialty, grades, living environment, spending level, traveling to risk areas, and family members' vaccination experiences. We believed that to increase vaccination coverage among college students, more attention should be paid for students majoring in Science and Engineering, male students, those in the lower age group, students with low or very high economic levels, living in remote or rural areas, and family members having not received the COVID-19 vaccine.
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Affiliation(s)
- Ning Jiang
- West China School of Nursing/West China Hospital, Sichuan University, Chengdu, Sichuan, China
- School of Nursing, Shandong First Medical University, Taian, China
| | - Pengfei Gu
- School of Nursing, Shandong First Medical University, Taian, China
- School of Foreign Languages, Shandong First Medical University, Taian, Shandong, China
| | - Ke Liu
- School of Economics and Business Administration, Chongqing University, Chongqing, China
- Department of Mathematics, Taishan University, Taian, Shandong, China
| | - Na Song
- Department of Hemodialysis, Joint Logistic Support Force of the People’s Liberation Army, Tai ‘An Medical Area, 960th Hospital, Taian, Shandong, China
| | - Xiaolian Jiang
- West China School of Nursing/West China Hospital, Sichuan University, Chengdu, Sichuan, China
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Yip YC, Yip KH, Tsui WK. Exploring the Gender-Related Perceptions of Male Nursing Students in Clinical Placement in the Asian Context: A Qualitative Study. NURSING REPORTS 2021; 11:881-890. [PMID: 34968275 PMCID: PMC8715471 DOI: 10.3390/nursrep11040081] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2021] [Revised: 09/29/2021] [Accepted: 10/11/2021] [Indexed: 12/02/2022] Open
Abstract
The lack of gender diversity in the nursing profession has long been recognized as a cause for concern. Female nurses in many practice settings across nations continue to outnumber their male counterparts. Male nursing students may have perceived differences in the way they are treated in clinical practice; however, limited studies have been conducted to determine the unique perspectives of these students in terms of gender bias in their clinical learning. To address this knowledge gap, this study employed a qualitative descriptive approach to explore the experiences of male nursing students in clinical learning in an Asian context. Specifically, we examined the insights emerging from the thoughts and feelings of male nursing students from interactions with their clinical mentors, patients, and peers in their encounters during their clinical placement. From November 2019 to July 2020, data were collected through semi-structured interviews from 22 male participants aged 21–30 years (mean age: 22.7), enrolled in a prelicensure Bachelor of Nursing (honors) program in Hong Kong. Four themes emerged after a qualitative content analysis: (1) while the School of Nursing welcomes men, clinical settings are another story due to pragmatic considerations; (2) you are welcomed because you may be seen as a helper with greater physical strength; (3) male nursing students feel alienated in the obstetrics and gynecology practicum; (4) more male role models are desired in the clinical setting. Our findings indicate the need to promote gender awareness among faculty and clinical mentors, understand the factors hindering and facilitating the clinical practicum for male nursing students, improve the male nursing experience during the maternity practicum, and ensure access to more male role models to boost role socialization and learning.
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The Journey of Saudi Male Nurses Studying within the Nursing Profession: A Qualitative Study. NURSING REPORTS 2021; 11:832-846. [PMID: 34968272 PMCID: PMC8715470 DOI: 10.3390/nursrep11040078] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/15/2021] [Revised: 10/16/2021] [Accepted: 10/18/2021] [Indexed: 11/17/2022] Open
Abstract
BACKGROUND Nursing is considered to be a primarily female profession, particularly in Saudi Arabia, despite the fact that male nurses have contributed to the advancement of the nursing profession in various specialties, such as military nursing, mental health, and critical care. PURPOSE We explore the factors influencing Saudi male nursing interns to study within the nursing profession in Saudi Arabia. METHODS A descriptive qualitative study was conducted. A convenience sample of 12 Saudi male nursing interns from different nursing colleges were recruited, alongside four hospital internship coordinators. The data were collected by conducting two semi-structured focus group interviews and four individual interviews. All the interviews were analyzed using a comparative analytical approach. RESULTS Role models and the role of the internship year were identified as factors influencing Saudi male nurses' decision to study nursing. However, hospital placements, cultural preferences, and the preferences of patients and their families for female nurses were the key challenges encountered. Importantly, this study demonstrated that social media plays a critical role in raising awareness regarding the importance of Saudi male nurses. Conclusion: Awareness needs to be raised of the nursing profession as a gender-diverse field through volunteering programs for the community. It is recommended that Saudi male nurses act as role models for students in the Academic Orientation Forum and on social media.
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Experiences, Attitudes, and Perceptions of Female Adjunct Clinical Instructors in Teaching Male Prelicensure Nursing Students. Nurs Educ Perspect 2021; 42:320-322. [PMID: 34415700 DOI: 10.1097/01.nep.0000000000000849] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
ABSTRACT Male students often report experiencing barriers during nursing education, resulting in decreased retention and success. Clinical instructors are one influence that potentially deters men in nursing. This qualitative study interviewed female clinical instructors about their experiences, attitudes, and perceptions of teaching males. The results reveal a general acceptance of males, with hesitation and ambivalence from some clinical instructors. Further training for clinical instructors, education of the public, and recruitment of more males into education are suggested to improve male student outcomes.
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Jiang N, Wei B, Lin H, Wang Y, Chai S, Liu W. Nursing students' attitudes, knowledge and willingness of to receive the coronavirus disease vaccine: A cross-sectional study. Nurse Educ Pract 2021; 55:103148. [PMID: 34311170 PMCID: PMC8275930 DOI: 10.1016/j.nepr.2021.103148] [Citation(s) in RCA: 31] [Impact Index Per Article: 10.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/08/2021] [Revised: 07/07/2021] [Accepted: 07/11/2021] [Indexed: 02/06/2023]
Abstract
Aim This study aimed to investigate the knowledge, attitudes and willingness of nursing students to receive the coronavirus disease (COVID-19) vaccine and the influencing factors. Background Vaccination is one of the most effective measures to prevent COVID-19, but the vaccination acceptance rate varies across countries and populations. As trustworthy healthcare providers, nursing students’ attitudes, knowledge and willingness to receive the COVID-19 vaccine may greatly affect the present and future vaccine acceptance rates of the population; however, studies related to the vaccine acceptance rates among nursing students are limited. Methods A convenience sampling method was adopted to select two medical universities in China. Following the cluster sampling method, nursing college students who were eligible for the study were selected. A cross-sectional survey was conducted by asking nursing students to complete an online questionnaire from February to April 2021. Descriptive statistics, t-tests/one-way analysis of variance (normal distribution), U tests/H tests (skewness distribution) and multivariate linear regression were performed. Results A total of 1488 valid questionnaires were collected. The score rates of the attitude, knowledge and vaccination willingness dimensions were 70.07%, 80.70% and 84.38%, respectively. Attitude was significantly influenced by vaccination status of family members. The main factors influencing knowledge were gender, grade and academic background. In terms of willingness, gender, academic background, visits to high-risk areas, vaccination status of family members and the side effects experienced after receiving other vaccines were significant influencing factors. Conclusions Nursing students showed satisfactory vaccine acceptance rates. However, more attention should be paid to male students, younger students, those with a medical background, those with low grades and those whose family members had not received the COVID-19 vaccine or had side effects from the vaccine.
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Affiliation(s)
- Ning Jiang
- School of Nursing, Shandong First Medical University & Shandong Academy of Medical Sciences, Taian 271000, Shandong, China; West China Hospital/West China School of Nursing, Sichuan University, Chengdu 610041, Sichuan, China.
| | - Baojian Wei
- School of Nursing, Shandong First Medical University & Shandong Academy of Medical Sciences, Taian 271000, Shandong, China.
| | - Hua Lin
- School of Nursing, Shandong First Medical University & Shandong Academy of Medical Sciences, Taian 271000, Shandong, China.
| | - Youjuan Wang
- School of Nursing, Shandong First Medical University & Shandong Academy of Medical Sciences, Taian 271000, Shandong, China.
| | - Shouxia Chai
- School of Nursing, Hubei University of Medicine, Shiyan 442000, Hubei, China.
| | - Wei Liu
- School of Nursing, Shandong First Medical University & Shandong Academy of Medical Sciences, Taian 271000, Shandong, China.
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Instructional strategies: Teaching nursing in today's diverse and inclusive landscape. TEACHING AND LEARNING IN NURSING 2021. [DOI: 10.1016/j.teln.2021.01.005] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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Achieving Success in Prelicensure Registered Nursing Programs: An Explanatory Case Study of African American Men. Nurs Educ Perspect 2021; 42:216-220. [PMID: 33264227 DOI: 10.1097/01.nep.0000000000000755] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
AIM The aim of this research was to identify factors that facilitated successful completion of a prelicensure registered nursing program for African American men. BACKGROUND Successful completion of prelicensure nursing programs by African American men can increase diversity in the nursing profession. Further investigation is needed to understand the factors that can lead to success in completing prelicensure programs. METHOD An explanatory, multiple-case study design was used to explore the personal characteristics, perspectives, and life events of African American men who completed prelicensure nursing programs. RESULTS The five factors that influenced success were establishing goals, securing financial resources, maintaining family as a support system, meeting academic expectations, and developing a sense of belonging. CONCLUSION Recommendations for how nurse educators can implement strategies to promote success for this population of students are discussed.
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Smallheer B, Gedzyk-Nieman SA, Molloy MA, Clark CM, Gordon H, Morgan B. Faculty development workshop on gender-associated incivility in nursing education. Nurs Forum 2021; 56:1044-1051. [PMID: 34053090 DOI: 10.1111/nuf.12615] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2020] [Revised: 04/11/2021] [Accepted: 05/17/2021] [Indexed: 11/28/2022]
Abstract
BACKGROUND Men comprise the minority of entry-level baccalaureate nursing students and are at increased risk of experiencing gender-associated incivility. PROBLEM Uncivil peer-to-peer behavior can negatively affect students' mental and physical well-being, and learning experience. Nursing faculty must be able to identify and address gender-associated incivility among students. AIM The purpose of this quality improvement program was to train nursing faculty to prevent, identify, and manage gender-associated incivility in the educational environment. METHODS A day-long interactive workshop utilizing trigger films, small group discussions, and interactive theater was developed to train nursing faculty to implement proactive and reactive techniques to address uncivil behavior which will enhance the learning environment for all students. Utilizing Kirkpatrick's Model of Evaluation, participants were surveyed at the conclusion of the workshop and four months postworkshop to evaluate their learning and its implementation. RESULTS Participants gained greater understanding of the impact of gender-associated incivility and felt both empowered and better prepared to manage gender-associated conflict. CONCLUSION Similar approaches may be useful for schools of nursing that wish to empower their nursing faculty to support an equitable nursing education environment free of gender-associated incivility.
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Affiliation(s)
| | | | | | - Cynthia M Clark
- School of Nursing, Boise State University, Boise, Idaho, USA
| | - Helen Gordon
- Department of Nursing, North Carolina Central University, Durham, North Carolina, USA
| | - Brett Morgan
- Department of Education and Practice, American Association of Nurse Anesthetists, Park Ridge, Illinois, USA
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Middleton R, Fernandez R, Cutler N, Jans C, Antoniou C, Trostian B, Riley K. Students' perceptions of belonging in the School of Nursing at a regional university in Australia. NURSE EDUCATION TODAY 2021; 99:104817. [PMID: 33611141 DOI: 10.1016/j.nedt.2021.104817] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/04/2020] [Revised: 12/21/2020] [Accepted: 02/08/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Attrition in pre-registration nursing degrees is a global issue. Students' perceptions of belonging is a factor that influences attrition. OBJECTIVE The objective of this study was to evaluate students' perception of belonging to a School of Nursing, as well as their intention to complete the pre-registration Bachelor of Nursing (BN) program following implementation of the Initiatives for Retention (IR) intervention. DESIGN A prospective cross-sectional survey of student nurses was undertaken using an online questionnaire. SETTING A large regional university in Australia. PARTICIPANTS Pre-registration nursing students. METHODS Perceptions of Belonging were evaluated using the 24-item Belonging questionnaire comprising three subscales. Data were analysed using SPSS version 25. Pearson's correlation, Student's t-tests and one way ANOVA were used to assess associations and differences in belonging scores and student demographics, study status and participation in the Initiatives for Retention (IR) intervention. RESULTS A total of 201 students responded to the voluntary questionnaire. The mean score for overall Belonging was 70.5 (maximum obtainable 96), mean Scores for University affiliation, University support and acceptance, and staff relations with students were 34.7, 24.1 and 11.8 respectively. Female students, those who were studying at the university for less than a year and those who participated in the IR intervention activities reported significantly higher University Belonging scores compared to their contemporaries. Logistic regression revealed that students studying the BN course for more than 3 years (OR: 0.43 95% CI 0.20-0.93, p = 0.031), and those employed (OR: 0.435, 95% CI 0.16-0.16, p = 0.022) were significant predictors of not attending the IR sessions. There were no significant differences in overall University Belonging scores based on other demographic characteristics and, study status. The majority of the students (84%) stated that they plan to continue and complete the BN program. CONCLUSIONS Measures designed to develop student involvement may positively contribute a successful relationship between the institution and the student, increasing the students' sense of belonging and decreasing attrition among student nurses. PRACTICE IMPLICATIONS Initiatives for Retention (IR) facilitate a greater sense of belonging in nursing students hence Schools of Nursing should consider embedding such strategies.
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Affiliation(s)
- Rebekkah Middleton
- School of Nursing and IHMRI, University of Wollongong, Northfields Avenue, Wollongong, NSW 2522, Australia.
| | - Ritin Fernandez
- University of Wollongong, South Eastern Sydney Local Health District, Australia
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Experiences and perceptions of male nursing students in a single-sex class: A qualitative descriptive study. Nurse Educ Pract 2021; 51:102996. [PMID: 33652192 DOI: 10.1016/j.nepr.2021.102996] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/25/2020] [Revised: 10/18/2020] [Accepted: 02/10/2021] [Indexed: 11/22/2022]
Abstract
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.
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The Professional Identity of Nursing Students and Their Intention to Leave the Nursing Profession During the Coronavirus Disease (COVID-19) Pandemic. THE JOURNAL OF NURSING RESEARCH : JNR 2021; 29:e139. [PMID: 33534354 DOI: 10.1097/jnr.0000000000000424] [Citation(s) in RCA: 36] [Impact Index Per Article: 12.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Abstract
BACKGROUND The COVID-19 pandemic has affected China and other countries since December 2019. The effects of this pandemic on nursing students in terms of their professional identity, intention to leave the nursing profession, and perception of clinical nursing work remain unclear. PURPOSE The aims of this study were, first, to investigate nursing students' professional identity, intention to leave the nursing profession, and perception of clinical nursing work during the COVID-19 pandemic and, second, to explore factors influencing professional identity to help develop effective strategies to enrich and strengthen this factor in the future. METHODS This cross-sectional, descriptive survey study was conducted on 150 nursing students in China in February 2020. RESULTS The 14 (9.3%) participants who reported intending to leave the nursing profession earned lower scores for professional identity than their peers who reported intending to remain. The participants who believed that the COVID-19 pandemic had made them "more passionate about clinical nursing work" earned the highest scores, followed by those who believed the pandemic had "no effect." The lowest scores were earned by those who believed clinical nursing work to be "too dangerous to engage in." COVID-19 knowledge scores, the perceived effectiveness of preventive and control measures, the number of cases seen on the day the study survey was taken, and time spent daily on COVID-19 events were the variables found to influence professional identity. CONCLUSIONS COVID-19 outbreak is not merely a time of crisis but also an opportunity to reconstruct the professional identity of nursing students.
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Merritt SM. Supporting at-risk nursing students to increase their final course grade. TEACHING AND LEARNING IN NURSING 2021. [DOI: 10.1016/j.teln.2020.09.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Petges N, Sabio C. Perceptions of male students in a baccalaureate nursing program: A qualitative study. Nurse Educ Pract 2020; 48:102872. [PMID: 32891926 DOI: 10.1016/j.nepr.2020.102872] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2019] [Revised: 05/20/2020] [Accepted: 08/25/2020] [Indexed: 11/25/2022]
Abstract
Prominent nursing organizations globally have called for a concerted effort to increase diversity in nursing education. While the number of men in the nursing workforce in the United States has increased slowly over the past five decades, the proportion of men in the profession remains low in comparison to the U.S. population. In response to research indicating a less-than-optimal experience for male nursing students, faculty and students embarked on a collaborative effort to improve the experience of this student population. This paper explores the reasons that men choose to enter nursing as well as the lived experience of men in a baccalaureate prelicensure nursing program in the United States. The purpose of the study was to determine if progress had been made toward a shared goal of an improved experience for male students. Of the 19 male students who met the inclusion criteria, 13 students agreed to participate in the descriptive phenomenological study. Findings of this study indicate that previous interventions aimed at creating a more welcoming environment for male nursing students at the research site have been moderately successful. Clinically, it is evident that there is still more work left to be done, specifically regarding the maternal-newborn clinical experience.
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Affiliation(s)
- Nancy Petges
- Northern Illinois University, School of Nursing, 1240 Normal Road, DeKalb, IL, 60115, USA.
| | - Cristan Sabio
- Northern Illinois University, School of Nursing, 1240 Normal Road, DeKalb, IL, 60115, USA.
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Jessee MA, Russell RG, Kennedy BB, Dietrich MS, Schorn MN. Development and Pilot Testing of a Multidimensional Learning Environment Survey. Nurse Educ 2020; 45:E50-E54. [PMID: 32833398 DOI: 10.1097/nne.0000000000000824] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
BACKGROUND Multiple, complex factors comprise the learning environment and influence student learning outcomes, yet comprehensive evaluation of the learning environment in nursing schools is limited. PURPOSE The Learning Environment Survey (LES) was developed to facilitate nursing students' report of perceptions of the complex learning environment in nursing education. METHODS Systematic exploration of the literature, conceptual operationalization of the learning environment, and development of an item pool were completed. Content validity was established with expert assessment, student testing for clarity, and calculation of scale-content validity index/average (S-CVI/Ave). Pilot testing was completed at 1 school of nursing with baccalaureate-equivalent prelicensure and advanced practice master's level students, and doctor of nursing practice students. RESULTS The CVI (S-CVI/Ave) was 0.92. Domain scores demonstrated Cronbach's α reliabilities of 0.67 or higher with most being > 0.85. CONCLUSION The LES establishes a mechanism for eliciting comprehensive learning environment data for systematic assessment and national comparison of multiple nursing learning environments.
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Affiliation(s)
- Mary Ann Jessee
- Author Affiliations: Associate Professor and Assistant Dean for Academics, Generalist Nursing Practice (Dr Jessee); Assistant Professor of Medical Education & Administration, Vanderbilt University (Dr Russell); Associate Professor and Assistant Dean for Non-Tenure Promotion and Faculty Affairs (Dr Kennedy); Professor, Statistics and Measurement (Dr Dietrich); Professor and Senior Associate Dean for Academics (Dr Schorn), Vanderbilt University School of Nursing, Nashville, Tennessee
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Ma Y, Chen SC, Zeng H. Male student nurses need more support: Understanding the determinants and consequences of career adaptability in nursing college students. NURSE EDUCATION TODAY 2020; 91:104435. [PMID: 32521422 DOI: 10.1016/j.nedt.2020.104435] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/26/2019] [Revised: 03/09/2020] [Accepted: 04/07/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND To better understand nursing students' high attrition rates, especially for male student nurses, it is important to understand their academic satisfaction and compare it based on gender. OBJECTIVES To examine the relationships between proactive personality, core self- evaluations, types of support (emotional/instrumental/informational support), career adaptability, and academic satisfaction in nursing college students using the career construction theory. DESIGN This study uses a cross-sectional design. PARTICIPANTS AND METHODS 1062 students recruited from one health vocational college in northwest China completed questionnaires measuring proactive personality, core self-evaluations, emotional/instrumental/informational support, career adaptability, and academic satisfaction. Data was analyzed by structural equation modeling, and mediation and moderation analyses were performed. RESULTS Proactive personality (Beta = 0.24, p < 0.001), core self-evaluations (Beta = 0.31, p < 0.001) and informational support (Beta = 0.21, p < 0.001) were positively correlated with career adaptability, and career adaptability was positively (Beta = 0.43, p < 0.001) associated with academic satisfaction. Career adaptability mediates the relationships between proactive personality, core self-evaluations, informational support and academic satisfaction. For male student nurses, emotional support (Beta = 0.31, p < 0.01) has a positive association with career adaptability. CONCLUSIONS In nursing students, personal features (e.g., proactive personality, core self-evaluations) and supporting materials (e.g., informational support) have a positive association with career adaptability, and career adaptability has a mediating role in the relationships. Male student nurses need extra emotional support to promote their academic satisfaction. Targeted interventions may improve nursing college students' academic satisfaction.
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Affiliation(s)
- Yin Ma
- Lanzhou Univ, Sch Philosophy & Sociology, Lanzhou 730000, Gansu, PR China
| | - Shih-Chih Chen
- Department of Information Management, National Kaohsiung University of Science and Technology, No.1, University Rd., Yanchao Dist., Kaohsiung City 824, Taiwan.
| | - Hui Zeng
- School of Public Foundation, Gansu Health Vocational College, No.1666 Jiulongjiang Road, Lanzhou New Area, Lanzhou 730300, Gansu, PR China
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Gavine A, Carson M, Eccles J, Whitford HM. Barriers and facilitators to recruiting and retaining men on pre-registration nursing programmes in Western countries: A systemised rapid review. NURSE EDUCATION TODAY 2020; 88:104368. [PMID: 32092602 DOI: 10.1016/j.nedt.2020.104368] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/04/2019] [Revised: 12/19/2019] [Accepted: 02/07/2020] [Indexed: 06/10/2023]
Abstract
BACKGROUND The recruitment of men to pre-registration nursing programmes in many Western countries has remained static at approximately 10% per year. AIM To identify the experiences and attitudes of men on pre-registration nursing programmes in Western countries and the barriers and enablers to their recruitment and retention. DESIGN Systematized rapid review. METHODS Searches were undertaken in Medline (Ovid), CINAHL (EBSCO) and PsychINFO (EBSCO) databases. Studies in English were included if they were from Western countries, were published since 2000 and related to men's experiences of, or attitudes to, applying for or studying pre-registration nursing. Included papers were quality appraised and findings were thematically analysed and presented in a narrative synthesis. RESULTS Records were de-duplicated and 2063 records were screened and 44 articles assessed for eligibility of which 23 articles relating to 22 empirical studies were included in the review. Findings were categorised into the following themes: recruitment experiences/reasons for studying nursing; gender experiences; barriers, difficulties and challenges with programme; and factors affecting retention. CONCLUSION Evidence suggests that many men who come into nursing have a family member or acquaintance who is a nurse or that they have had contact with a male nurse as a patient or carer. Motivating factors such as financial security, career mobility and the opportunity to have a job in a caring profession were reported. Improved career advice at school is needed and shortened graduate programmes could be attractive. On programme, some clinical areas were easier for male students, while in others, treatment refusal could cause difficulties. Being in a minority and gender stereotyping can affect experiences. Ensuring equitable treatment, providing additional support and placements in clinical areas with more men could minimise these challenges.
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Affiliation(s)
- Anna Gavine
- School of Nursing and Health Sciences, University of Dundee, DD1 4HJ, United Kingdom of Great Britain and Northern Ireland.
| | - Maggie Carson
- School of Health in Social Science, The University of Edinburgh, Edinburgh EH8 9AG, United Kingdom of Great Britain and Northern Ireland.
| | - Jacqueline Eccles
- School of Nursing and Health Sciences, University of Dundee, DD1 4HJ, United Kingdom of Great Britain and Northern Ireland.
| | - Heather M Whitford
- School of Nursing and Health Sciences, University of Dundee, DD1 4HJ, United Kingdom of Great Britain and Northern Ireland.
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