Experiences Of Male Nursing Students Research Articles

The Experiences of Male Nursing Students at North-West University: Insights from Mafikeng Campus

Men in nursing are still seen as unusual for being in a profession that the society perceives as suitable only for females. There is also the notion that men have difficulty caring, traditionally, men are resilient and often are told "men do not cry", they are not supposed to show emotion, if they do, they tend to be considered weak. Men who choose nursing as a career not only risk challenging gender-based stereotypes but gender roles defined traditionally as well. The purpose of this paper was to explore the experiences of male nursing students at NWU (MC) and the empirical evidence suggests that there is still much to be done in institutions of higher learning to enable male nursing students to also feel a sense of belonging in their respective nursing programs. The study utilized qualitative research method in exploring the issues of gender with a particular focus on masculinity and it has uncovered the concept of hegemonic masculinity. Structured interviews were employed, and the data was transcribed and analysed through content analysis. A comprehensive search of the literature from different disciplines reveals deeper issues than just the commonly held assumption that nursing is not masculine. The findings of the study suggest that Connell’s theory of masculinity should not attempt to balance supposedly masculine and feminine qualities, but to challenge the assumption that masculinities are predominantly masculine or feminine. Recommendations include institutions creating campaigns that will ensure that only students that are passionate about nursing are recruited and implement strategies that will improve the experiences of male nursing students in institutions of higher learning.

Male nursing students’ experiences of their clinical internships: A qualitative study

BackgroundNursing has traditionally been a predominantly female profession; however, there has been a gradual increase in the proportion of male nursing students in recent years. Male nursing students may encounter distinct challenges within clinical settings, potentially impacting their physical and mental well-being. AimThis study aims to explore the clinical internship experiences of male nursing students and provide them with adequate support for their successful adaptation to clinical roles. MethodsThis study used a descriptive design and qualitative approach. The participants were enrolled using a convenience sampling method. Data were collected using individual face-to-face semi-structured interviews. ResultsMale nursing students’ experiences of their clinical internships were described through the following themes: (1) dynamics of working as a nurse, (2) not just a male nursing student, (3) gender-based stereotypes, (4) balance between forte and failing, (5) difficulties and challenges when working in hospitals, and (6) lessons learned and knowledge needs. ConclusionsOur research findings have significantly enhanced our comprehension of male nursing students' experiences and offered valuable recommendations for both nursing education and clinical practice. Simultaneously, these results provide essential information support for nursing educators and hospital administrators.

Exploring the Barriers and Coping Strategies Faced by Male Nursing Students in Japanese Nursing Education

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. 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. Semi-structured interviews were used to gather data about the participants' thoughts and experiences in nursing education. All interview data were analyzed using thematic analysis. 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. 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.

Listening to the minority: A qualitative study exploring male students' perceptions of the nursing profession and reasons for choosing nursing as a career

IntroductionNursing 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. ObjectivesTo explore male nursing students' perspectives of the nursing profession and understand why they chose nursing as a career. MethodsParticipants 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. ResultsThree 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 conclusionOur 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.

Perspective and Experience of Male Nursing Students in 3-year Vocational College During Their Clinical Practicum: A Qualitative Study in Shanghai, China.

BackgroundWith the expansion of nursing enrollment, more and more male students are joining the nursing program. Nevertheless, the number of male nurses who actually stay in clinical work in China continues to be low. Clinical practicum is a critical period during which nursing students transform to the role of registered nurses. However, few studies have researched the perspective and experience during clinical practicum among male nursing students in 3-year vocational colleges in China.ObjectivesTo explore the perspective and experience of Chinese male nursing students during clinical practicum in the third year. One of the main objectives is to provide implications for future nursing education and to help male nursing students for better adaptation to clinical roles.MethodsThe qualitative study used a purposive sampling method and collected data through in-depth, semi-structured interviews. The participants were 20 male students from a 3-year vocational college in Shanghai. They completed the basic nursing course in college and underwent a clinical practicum in the 3rd level hospitals in China between July 2020 and March 2021. A Seven-stage Colaizzi process was used for data analysis.ResultsThree themes were revealed through content analysis: opportunities and challenges brought by gender factors in hospital humanistic environment, gaining experience and growth during clinical practicum, and future career planning.ConclusionsThe presented findings further our understanding of the perspective and experience of male nursing students during clinical practicum. It is very important and necessary for providing implications for future nursing education. At the same time, effective support from society, such as social unions, mass media, government, can help better address male nursing students' needs and complete the role transform of registered nurses.

Stress, workplace bullying, and career decision of male nursing students: a qualitative inquiry of male undergraduate nursing students

Background: This study aims to understand and explore the relationships between stress, workplace bullying, and experiences of male nursing students in South Korea. A shortage of nursing professionals is currently a significant problem in the health and social care system. Although the government has established enrolment plans and scholarships for potential nursing students, long-term solutions still have not been found. The number of newly registered male nursing professionals is still significantly low. Based on the self-efficacy approach and social cognitive career and motivation theory, three research questions guided this study: (1) What are the sources of stress for male nursing students in South Korea? (2) How would male nursing students describe their position, role, and experience as male individuals in South Korea? (3) Do gender role, gender discrimination, gender bias, and gender inequality influence the experience of male nursing students in South Korea? Method: With the qualitative inquiry, 20 male nursing undergraduate students were invited. The results indicated that stress from the gender role, discrimination and social bias due to their gender and nursing position caused the relationships between stress, workplace bullying, and career decision. Results: Based on the results, male nursing students face stress, burnout, pressure, and gender bias, which may influence their career decision and long-term development. Conclusion: Therefore, government departments, university leaders, medical facilities managers, and human resource planners should take this study as the opportunity to reform and polish the government policies and regulations to answer the gender discrimination and bias in the health and social care profession.

Exploring the Gender-Related Perceptions of Male Nursing Students in Clinical Placement in the Asian Context: A Qualitative Study.

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.

Caring experiences of male nursing students: A qualitative study

Background: Caring, nursing, and the female gender role are all strongly linked. However, the number of male nurses is expanding globally. This occurrence calls into question the caring experiences of men in the nursing context. Objective: The purpose of the study was to explore views of caring in nursing among male nursing students in Brunei Darussalam. Methods: An exploratory, qualitative design was used to analyse the students' insights on the meaning of caring. Eighteen students who fit the inclusion criteria were invited using a purposive sampling method. There was two individual interviews (n=2) and four focus groups discussion (n=4), and it was audio-recorded with the consent of the students. These interviews were coded and thematically analysed. Results: Three themes have emerged from the data analysis: (1) Caring is about giving holistic care (2) Perceived challenges of exhibiting caring (3) Overcoming the challenges of exhibiting caring. Conclusion: The findings show that caring in the context of holistic care is consistent with earlier research. The study has strengthened our understanding of the profession's view of male student nurses. However, more research into the impact of male students' roles and images on nursing practice could better understand their challenges.

Experiences of Arab male nursing students during high fidelity maternity simulation training.

In Arab countries, many nursing schools rely heavily on simulation-based activities to provide experiential learning to male students with regard to maternal and child care; however, no study has been conducted to explore their experiences with such simulation training. To describe the experiences of male nursing students who were exposed to high-fidelity simulation training related to maternity and child care. Husserl's approach to phenomenology guided this study, through the use of a structured interview with 15 Arab male nursing students. A thematic analysis technique served as a framework for the data analysis. Thematic analysis revealed four essential themes: gained competency; compensation for missed clinical experience; overcoming of cultural or religious barriers; and challenges related to the use of simulation technologies. High-fidelity simulation can be a viable option to clinical training for enhancing Arab male nursing student competencies when providing maternal and child nursing care, which are often not available in the clinical area or are considered to be off limits due to cultural or religious reasons.

School Life Experience of Male Nursing Students Reinstated at School after Military Service

Purpose: This study aimed to explore and describe the school life experience of male nursing students reinstated at school after military service. Methods: The participants in the current study were 20 male nursing students from three universities. The data were collected in focus group interviews, and an inductive content analysis was performed on the data obtained from six focus groups. Results: The content relating to the school experience of the participants was categorized into four themes: making a new start, facing challenges, trying to find one's place, and confusion about one's professional identity. Conclusion: Nursing education in Korea needs to be reconsidered, as it adheres to a gender-stereotyped identity. This study provides implications for improving the content and quality of nursing education.

Crossing the gender boundaries: The gender experiences of male nursing students in initial nursing clinical practice in Taiwan

BackgroundThe initial nursing clinical practice is the necessary practicum required for nursing students. Because of the changing learning style, many of them are under great pressure for environmental change and therefore their daily routine is severe affected.Interacting directly with patients in a female-dominated occupation, along with the general gender stereotypes, the impact is especially significant to male nursing students than to female nursing students. PurposeThe purpose of this preliminary qualitative study is to explore the gendered experiences of male nursing students during their first initial nursing clinical practice. MethodsBoth focus group interviews and individual interviews are conducted with twenty-two sophomore nursing students from a university of technology in northern Taiwan, with ten male students and twelve female students. ResultsTwo main themes emerge from the gendered experiences shared by the nursing students: Gender consciousness awakening and thus maintaining masculinity, and male advantage in the learning environments. ConclusionsThe results identify the specific gendered experiences of nursing students, providing implications for future nursing education and counseling service. Further, this study may serve to promote an active yet gender-sensitive nursing education for training nursing professionals.

The empirical-phenomenological research framework: Reflecting on its use

Background and objective: Descriptive phenomenology when used within the tradition of Husserl offers the qualitative researcher a unique perspective into the lived experience of the phenomena in question. Methods of data analysis are often seen as the theoretical framework for which these studies are then focused. However, what is not realised is that the data analysis tool is merely that a tool for which to delineate the individual narratives. What is often missing is a research framework for which to structure the actual study. Therefore, the aim of this paper is to offer a reflective account of how the empirical-phenomenological framework shaped and informed a descriptive phenomenological study looking at the lived experience of male nursing students as they journey though the under-graduate nursing programme.Methods: A reflective narrative was used to examine and explore how the empirical-phenomenological framework can be used to support method construction within a descriptive phenomenological study.Results and conclusions: The empirical-phenomenological research framework aims to provide a practical method for understanding and valuing the range and depth of descriptive phenomenology, in particular the lived experience. Used in combination with specific phenomenological data analysis models the empirical-phenomenological framework is structured to support the qualitative research process.

There is nothing wrong with being a nurse: The experiences of male nursing students in Taiwan.

Male nurses are reported to experience role strain. Fear of gender stereotyping can be stressful and frustrating for male nursing students, which could make them feel isolated and excluded. The aim of this qualitative study was to investigate how male nursing students in Taiwan perceive the barriers to their experience as nursing students and how they manage these barriers in their study environment and social life. A qualitative research approach was used in this study. Data were collected during 2014 from 24 male nursing students from three nursing educational institutes in Taiwan who participated in order to share their experiences by using a semistructured interview. All the interviews were recorded, transcribed verbatim, and analyzed by thematic analysis. The main theme that described the experiences of the male nursing students in Taiwan was: "There is nothing wrong with being a male nurse." Contrary to other studies, role strain for the participants was minimal. The students experienced some barriers because of being a male nursing student, both at school and in their social life. Most of these students tended to manage the barriers by developing positive thinking and coping strategies. Nursing educators are encouraged to use the findings from this study to provide appropriate support for male nursing students.

The Experience of Male Nursing Students.

To explore the experience of male nursing students in a baccalaureate nursing program. This study used a qualitative approach with content analysis. Written narratives in response to open-ended questions were analyzed. Lincoln and Guba's guidelines were followed. This study took two academic years to complete, at a baccalaureate nursing program in the northeast United States. It consisted of 23 male undergraduate nursing students who had completed three clinical nursing courses. Five themes emerged from the data analysis: staying focused, opinions matter, I want to be "a nurse," relationships, and looking ahead. The male nursing students in this study were serious about entering the nursing profession. They wanted to be known as "nurses," not "male nurses." Additional findings from this study can provide educators and clinicians with a deeper understanding of the experiences of male nursing students and what they need to be successful. DeVito.

Clinical learning experiences of male nursing students in a Bachelor of Nursing programme: Strategies to overcome challenges.

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.

Academic challenges and positive aspects: perceptions of male nursing students

Nursing shortage remains a global issue that emphasizes the need for both male and female nurses. Understanding the educational experiences of male nursing students may help in recruiting and retaining male nurses in the nursing profession. The aim of this study was to explore the challenges and positive aspects that undergraduate male nursing students encounter during the course of their study. A qualitative research design using inductive content analysis approach was used to explore perceptions of 20 undergraduate male nursing students in a baccalaureate nursing programme at a major public university in Jordan. Content analysis revealed two major themes: challenges (academic difficulties, biased policies, no social life, negative views of nursing and negative self-view) and positive aspects (personal benefits of studying nursing, every home need a nurse and nursing is a science). The findings added new insights and knowledge regarding the educational experiences of undergraduate male nursing students in a developing country, which is an understudied population. Understanding the challenges and positive aspects of nursing education from the perspectives of undergraduate male nursing students may help nursing educators better understand their students' educational experiences and help clarify their roles and responsibilities in dealing with these issues. Nursing as a career should continue to be a viable choice for both male and female students to address global nursing shortages. This can be ensured by decreasing challenges and supporting positive aspects that nursing students face during their nursing education. Higher education policy makers can use the findings of this study to appreciate the challenges that university students face. They can also reconsider existing policies that may hinder the acceptance of male student into nursing programmes and contribute to educational challenges.

Therapeutic Relationship Between Male Nursing Students and Female Patients

This article explores the therapeutic relationship between male nursing students and female patients, through the use of autobiography in a qualitative approach. For this study, 18 male nursing students enrolled in master's and bachelor's programs in Hong Kong were recruited. They were asked to make records in a diary and draw pictures of their therapeutic relationship with female patients from their clinical experiences and then participate in a focus group interview. Content analysis was carried out on the collected data. The essential factors influencing the development of a therapeutic relationship were found to be gender, symbolic meanings, and career features. Good experiences were also discussed. The results shed light on the experiences of male nursing students and how they make sense of their therapeutic relationship with female patients.

Perceiving gender or profession: the practical experience of male nursing students in the obstetrics and gynecology ward

The impact of general gender stereotypes on nursing is severe and influential, especially with regard to male nursing students working in obstetrics and gynecology wards. This study examined the experience of male nursing students in obstetrics and gynecology wards. We used a phenomenological qualitative research approach and a sample of 10 male nursing students currently studying at a nursing college in central Taiwan. All participants had obstetrics and gynecology ward experience. Individual interviews were transcribed into the procedural record. Colaizzi content analysis analyzed and categorized research data. Based on participants practical experiences in the obstetrics and gynecology ward, the main stages of participants professional development through their internship experience included: (1) Unbalanced self-role recognition; (2) being defined by the gender framework (gender stereotypes); (3) the difference between male doctor and male nurse; (4) learning appropriate communication techniques; (5) mutual and empathetic understanding of the female psychology during childbirth; (6) gaining sources for positive feedback; (7) releasing the shackles of gender and gaining full insight into and comprehension of nursing functions; and (8) given the opportunity to learn. Through ongoing examination and learning, participant internships in the obstetrics and gynecology wards were significant and essential learning experiences that validated their necessity. Nursing schools and internship institutions alike must realize the importance of gender-equality education to the nursing profession. Medical institutions are encouraged to offer equal learning opportunities to male and female nursing students and provide targeted assistance to males to help them master clinical nursing care practices in the obstetrics and gynecology department.

Voices From a Minority

In Hong Kong, males constituted only about 10.2% of the nursing workforce in 2010. The learning experiences of male nursing students in Hong Kong during their clinical practicum have rarely been explored. If these students cannot maintain their psychological well-being and psychological health in formal education and clinical placements, then their physical health will also suffer. This ethnographic qualitative study gave male nursing students in Hong Kong a chance to voice their experiences during their clinical practicum. Selected through snowball sampling, 18 male nursing students from a local university participated in individual face-to-face semistructured interviews. The data were processed with content analysis. The findings indicated that male students not only received more support and understanding from male rather than female members of staff but endured a certain amount of oppression while working in female wards. According to the students' comments on nursing culture, the work climate of male nursing students could be improved by reorganizing the clinical placements and providing extra support to male nursing students.

Nursing instructors’ and male nursing students’ perceptions of undergraduate, classroom nursing education

Attrition rates of male nursing students exceed those of females yet the experiences of male students in nursing school are poorly understood. This interpretive ethnographic study explored the experiences of male nursing students and female nursing instructors in the context of classroom education. Data collection consisted of participant observation of classroom teaching sessions followed by interviews with six male nursing students who were participants in the classes and six female nursing instructors who taught the classes. Themes resulting from data analysis addressed men's roles in the nursing classroom and the culture of nursing education. The theme of "nursing like a real man" was characterized by men's reliance on roles and behaviours associated with traditional masculinities including leadership, assertiveness and risk-taking. The theme of "masculinities in a feminine place" captured the gendered culture of nursing education which manifested in stereotypes and a sexualized identity, where men saw themselves as accommodated but not integrated. "Diversity between masculine and feminine" communicated the incongruity between men's educational preferences and the techniques that predominate in nursing education. These findings suggest that nursing instructors need to consider gender in their teaching practice, avoid parody or stereotypes of masculinities, and reject assumptions that male students are homogeneous.