Abstract
<em>In the Nursing Degree clinical teaching, gender stereotypes can influence the emotional experience of male students, with implications on their learning and competence’s development in a health care area that is predominantly female, since it is consensual that the emotional dimension of learning can stipulate the experiences of caring. The development of emotional competence promotes a greater capacity for adaptive resilience in the face of stressful situations; consequently, to be emotionally competent is to be able to find solutions in internal resources that emerge from emotions (especially its management) and from the motivation of each individual. This interrelation between emotions and gender prompts the understanding of the male nursing students’ emotional experience of provision of care in sexual and reproductive health. In order to understand this phenomenon, is proposed a research project with a qualitative approach, exploratory and descriptive. The data will be obtained from narratives written by nursing degree male student and also from clinical teaching supervisor nurses. Understanding students’ emotional experiences in clinical teaching of sexual and reproductive health, related to possible gender stereotypes and restrictions to care in this area, leading us to understand how emotion itself manages these genderized experiences, what sense it gives them and how it incorporates them into learning in clinical teaching.</em>
Highlights
Historical findings reveal that Caring is associated with female, who traditionally is the one who assumes the role of caregiver, to whom is attributed greater sensitivity, availability to help the other and greater predisposition in affective and emotional sphere
Understanding students’ emotional experiences in clinical teaching of sexual and reproductive health, related to possible gender stereotypes and restrictions to care in this area, leading us to understand how emotion itself manages these genderized experiences, what sense it gives them and how it incorporates them into learning in clinical teaching
Gender issues arise in Portugal linked to sexual and reproductive health, historically a dimension of women’s care; so ensuring equal opportunities in this area of care implies creating similar opportunities for nursing students, female or male, analyzing how health services are organized according to gender, perceive how male students emotionally experience these genderized experiences and generate the emotions that result from eventual gender stereotypes, likely to influence their learning in clinical teaching in this area
Summary
Historical findings reveal that Caring is associated with female, who traditionally is the one who assumes the role of caregiver, to whom is attributed greater sensitivity, availability to help the other and greater predisposition in affective and emotional sphere. Understanding students’ emotional experiences in clinical teaching of sexual and reproductive health, related to possible gender stereotypes and restrictions to care in this area, leading us to understand how emotion itself manages these genderized experiences, what sense it gives them and how it incorporates them into learning in clinical teaching.
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