Marginalised or privileged? Analysing nursing education for male students in the UK and Taiwan with fragmented frameworks of gender

Abstract

This comparative analysis explores interactions and relationships influenced by gender in nursing education for male students in the United Kingdom (UK) and Taiwan, using Unterhalter's (2007) fragmented frameworks of gender to understand historical backgrounds, policies, and clinical curricula. While the UK demonstrates a gradual increase in male nurses over time, emphasising specialisation and comprehensive clinical exposure, Taiwan faces challenges influenced by cultural factors, particularly resistance to male nurses in certain fields. Disparities in the percentage of male nurses on registers and challenges during clinical placements are examined, highlighting the multifaceted nature of gender as a noun, adjective, and verb. Both countries grapple with the imperative of gender inclusivity, with recommendations for targeted recruitment campaigns to challenge existing gender norms and eliminate barriers, fostering equitable environments in nursing education.