Male nursing students' Practicum Experiences on Delivery Room

Validity and reliability of the Korean version of the gender-friendliness barriers in nursing programs scale

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.

Faculty development workshop on gender-associated incivility in nursing education

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.