Abstract
BackgroundMale nursing students are faced with more challenges in the clinical setting than their female counterparts. The ways in which male nurses are viewed and received by nursing staff and patients have an impact on how they perceive themselves and their role in the profession. These perceptions of self have a significant impact on their self-esteem. This study was conducted to explore the clinical learning experiences of male nursing students at a university during their placement in clinical settings in the Western Cape Province, and how these experiences impacted on their self-esteem.ObjectivesTo describe the learning experiences of male nursing students during placement in clinical settings, and how these impact on their self-esteem.MethodA qualitative, exploratory study was conducted. Purposive sampling was used to select participants. Three focus group (FG) discussions, consisting of six participants per group, were used to collect data. Data analysis was conducted by means of Coliazzi's (1978) seven steps method of qualitative analysis.Study findingsThe following three major themes were identified: experiences that related to the constraints in the learning environment, the impact on the self-esteem, and the social support of students working in a female-dominated profession.ConclusionMale nurses should be supported in nursing training, as the rate at which males enter the profession is increasing.
Highlights
Despite the global increase in the number of males entering the nursing profession (Eswi & El Sayed 2011:94), male nurses remain a minority group (Lerardi, Fitzgerald & Holland 2010:215; Meadus & Twomey 2011:269)
Focus group is an interaction between six to eight pre-selected participants who focus on a specific issue whilst being led by a researcher (De Vos et al 2011:362–365)
Three main themes with sub-themes and categories emerged from the data in respect of the experiences of male nursing students who were working in a clinical learning environment (CLE), namely constraints in the clinical learning process, the impact on the students’ selfesteem, and social support
Summary
Despite the global increase in the number of males entering the nursing profession (Eswi & El Sayed 2011:94), male nurses remain a minority group (Lerardi, Fitzgerald & Holland 2010:215; Meadus & Twomey 2011:269). Males have played a role in nursing and caring for patients and being employed in the health care sectors (Ozdemir, Akansel & Tunk 2008:154) Some of these roles include, but are not limited, to males of various religious orders providing nursing care and protection to the sick, wounded and dying in the time of war and peace (Evans 2004:322). Smith (2006:263) and Wilson (2005:222) allude to the challenges males encounter in their work as nurses These include questions about their masculinity or sexuality, discrimination because of their gender, the absence of suitable role models, lack of support, feelings of isolation, poor instruction on the appropriate use of touch and unequal clinical opportunities. This study was conducted to explore the clinical learning experiences of male nursing students at a university during their placement in clinical settings in the Western Cape Province, and how these experiences impacted on their self-esteem
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