Experiences Of Nursing Students Research Articles

Lessons learned: Why study-abroad remains a critical component of nursing curriculums

BackgroundCaring for an increasingly older and multicultural patient population requires nurses and APNs who are able to integrate cultural competency in meeting the needs of their patients while decreasing health care disparities. A study-abroad immersion experience is one way to instill deep learning and cultural competency. PurposeThe purpose of this study was to understand the lived experience of baccalaureate nursing students and APN students working together in a study-abroad, service-learning experience. MethodUsing Interpretive Phenomenological Analysis (IPA) (Smith & Osborn, 2003), we explored the lived experience of Baccalaureate and Advanced Practice Nursing Students in a service-learning, study-abroad experience in Belize. ResultsEmergent themes derived from students' journal transcripts were: (1) Allowing learning to take place; (2) Practicing nursing with limited resources (3) A different take on culture; and (4) Kinship with peers. From this theme two sub themes emerged: 1) students' connection with the people and the country, and 2) students' connection with each other. ConclusionCultural immersion prepared students to work in Belize with different patient groups, having varied perspectives related to their health. Students learned that the core values of dignity and caring require that we, as nurses, go where the patient is-not where we want the patient to be. This is tested when students are confronted with a culture not their own.

Experience of undergraduate nursing students participating in artificial intelligence + project task driven learning at different stages: a qualitative study

BackgroundArtificial intelligence is a growing phenomenon that will soon facilitate wide-scale changes in many professions, and is expected to play an important role in the field of medical education. This study explored the realistic feelings and experiences of nursing undergraduates participating in different stages of artificial intelligence + project task driven learning, and provide a basis for artificial intelligence participation in nursing teaching.MethodsWe conducted face-to-face semi-structured interviews with nursing undergraduates participating in Nursing Research Course which adopts artificial intelligence + project task driven learning from a medical university in Ningxia from September to November 2023, to understand their experience of using artificial intelligence for learning and the emotional changes at different stages. The interview guide included items about their personal experience and feelings of completing project tasks through dialogue with artificial intelligence, and suggestions for course content. Thematic analysis was used to analyze interview data. This study followed the COREQ checklist.ResultsAccording to the interview data, three themes were summarized. Undergraduate nursing students have different experiences in participating in artificial intelligence + project task driven learning at different stages, mainly manifested as diverse emotional experiences under initial knowledge deficiency, the individual growth supported by external forces during the adaptation period, and the expectations and suggestions after the birth of the results in the end period.ConclusionsNursing undergraduates can actively adapt to the integration of artificial intelligence into nursing teaching, dynamically observe students’ learning experience, strengthen positive guidance, and provide support for personalized teaching models, better leveraging the advantages of artificial intelligence participation in teaching.

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.

Perceptions and Experiences of Nursing Students in Caring for People Living with HIV/AIDS in South Africa: A Qualitative Study

Background: Although previous studies focusing on nurses’ perceptions of caring for people living with HIV (PLHIV) have been done in numerous countries, little is known about first-year student nurses’ perceptions and experiences regarding their role in caring for PLHIV in South Africa. To ensure quality care for PLHIV, it is essential to explore first-year student nurses’ roles in caring for PLHIV.Purpose: The study aimed to describe and explore the perceptions and experiences of first-year nursing students on their role in caring for PLHIV in South Africa.Methods: A qualitative exploratory descriptive design was employed in this study and a purposive sampling method was used to recruit 18 participants. Data were gathered using two focus group discussions, one consisting of eight participants and the other ten participants. The collected data was analyzed using thematic analysis.Results: Four main themes were drawn from two focus group discussions, including (1) students’ unpreparedness in their role to care for PLHIV, (2) disclosure practices and student safety concerns, (3) personal backgrounds and attitudes towards PLHIV care, and (4) physical and psychological wellbeing of students while caring for PLHIV. Furthermore, thirteen (13) sub-themes were subsequently drawn from these main themes. Thematic sub-themes and individual focus group responses were relied on to reach data saturation despite the small number of focus group discussion sessions.Conclusion: First-year nursing students had negative and positive perceptions and experiences when caring for PLHIV. There is a need for these students to acquire adequate theoretical knowledge and practical skills to enhance clinical preparation for their role in clinical facilities. This could improve their perceptions regarding caring for PLHIV in the clinical setting and result in improved care.

Nursing students’ readiness towards the ‘new normal’ in clinical practice: a distributed cognition qualitative perspective

BackgroundClinical practicums are a core component of baccalaureate nursing education. Following the coronavirus pandemic, there have been extensive changes in the workforce environment that may potentially affect nursing students’ experience and readiness for clinical practicums.MethodsA qualitative study was conducted to explore final-year nursing students’ experiences and readiness for their final clinical practicum before becoming a registered nurse. A purposive sample of 24 final-year baccalaureate nursing students was included in this study. Individual semi-structured interviews were conducted face-to-face via Zoom. The data was analysed using an inductive thematic analysis approach.ResultsThree themes depicting students’ experiences and clinical readiness were elucidated. The themes included: (1) Experiencing multiple concerns, (2) requiring a network of support, and (3) easing the transition to professional practice. Students considered the final clinical practicum as challenging and demanding which evoked numerous concerns.ConclusionsConsidering the stress that final-year nursing students experience, it will be important to devise strategies ranging from personal, relational, and environmental protective factors to enable their successful transition and completion of clinical practice.

How Do Operating Room Nurse Students Experience the Learning Environment in the Operating Room?

Please note this article was first published in Norwegian. You can read the Norwegian article here. Background: There is little research-based knowledge about how operating room nursing students experience the learning environment in an operating room. Results from international studies indicate that structural challenges such as time pressure, high demands for efficiency, and a minimum of time delegated to guidance are all characteristic of the learning environment. More insight into how operating room nursing students experience an operating room is an important element for improving the quality of practice studies in a high-tech and time-efficient environment. Aim: The purpose of the study is to describe operating room nursing students’ experiences of their learning environment in operating rooms. Method: The study has a qualitative and descriptive research design, utilizing systematic text condensation as an analytical method. Data was gathered through conducting focus-group interviews with operating room nursing students in their final semester of the nursing education study program. Results: Three main categories were brought up repeatedly by these students: 1) The significance of having supervisors, 2) The unclear responsibility with respect to formal and informal guidance in a multidisciplinary learning environment, and 3) The situation of learning in a complex and unpredictable learning environment. Conclusion: The results provide further insight into operating room nursing students’ experiences of their learning environment in authentic practice studies. The results can be utilized in further improving the learning environment for operating room nursing students.

"A different country, a different language, a different culture…" Educational experiences of international nursing students studying in Turkey: A qualitative study

AimThis study was aimed at investigating the educational experiences of international nursing students in Turkey. BackgroundNursing education has now gained an international dimension, which creates an environment where students from different cultures come together. In Turkey, nursing education is expanding internationally due to the increasing number of international students. DesignA descriptive- phenomenological qualitative study. MethodsThe study data were collected from nursing students who came to Turkey from 17 different countries between April 2023 and July 2023 to study at a nursing faculty in Turkey using a semi-structured interview form. Of these students, 27 constituted the study sample. The data collected were analyzed using the content analysis. The COREQ checklist was used in reporting the study. ResultsFour themes emerged: a) challenges, b) gains, c) support needs and d) recommendations. Among challenges reported by the participating students were language barriers, cultural adjustment issues and lack of social support. As for the gains of being a foreign student, they stated that they experienced intercultural interaction and improved their language skills, independence and self-confidence. In the study, the need for language support, provision of psychological assistance and cultural adaptation support for these students and the importance of practical recommendations such as mentoring programs and orientation trainings to improve their educational experience were emphasized. ConclusionIn conclusion, in this study, the importance of targeted strategies in nursing education in areas such as language support, psychological assistance and cultural adaptation was emphasized, which helps international students to have a successful educational experience. It was also concluded that mentoring programs and orientation trainings could enrich the educational processes of students by facilitating their adaptation to their new environment. This study is notable in the literature in that students from 17 diverse countries share the same program and the same prerequisites.

Students who witness critical events in the clinical setting: Recommendations for prevention of psychological trauma

BackgroundStudent nurses often do not receive adequate preparation, support, and debriefing related to witnessing or experiencing critical events in the clinical setting. PurposeThe purpose of this analysis was to describe the experiences of student nurses who have witnessed critical events in the clinical setting, the support and preparation they received, and staff and faculty actions they perceived as facilitating or hindering their processing of the event. MethodsThis is a sub-analysis of a Straussian Grounded Theory qualitative study. ResultsStaff and faculty actions that helped and hindered the processing of the critical event were identified at four time points: pre-event, during the critical event, immediately post-event, and in the days and weeks following. ConclusionsStudents exposed to critical events during their clinical rotations can experience psychological trauma. If unresolved, this can result in new nurses entering the profession already in distress. Preparation and support for witnessing critical patient events should start at the beginning of nursing school. During critical patient events, students need faculty or staff to be actively present to explain the event and support the student throughout the event. Immediate debrief and follow-up is recommended and should continue weeks or months after the event.

Hemşirelik Öğrencilerinin Uygulama Alanlarındaki Şiddet Deneyimi ve Şiddet Yönetimi Yeterliği: Tanımlayıcı ve Kesitsel Araştırma

Amaç: Bu çalışma, hemşirelik öğrencilerinin uygulama alanlarındaki şiddet deneyimlerini ve şiddet yönetimi yeterliklerini belirlemek amacıyla yapıldı.
 Yöntem: Tanımlayıcı ve kesitsel tipte yapılan araştırmanın evrenini, bir devlet üniversitesinin 2022-2023 akademik yılı bahar dönemi içerisinde hemşirelik bölümünde aktif öğrenim görmekte olan 296 lisans öğrencisi oluşturdu. Araştırmada örneklem seçimine gidilmeksizin araştırma kriterlerine uyan 225 hemşirelik bölümü öğrencisi araştırmaya dahil edildi. Araştırmanın verileri, “Tanıtıcı Bilgiler Formu’’ ve “Hemşirelik Öğrencileri İçin Uygulama Alanlarında Şiddet Yönetimi Yeterlik Ölçeği’’ kullanılarak toplandı.
 Bulgular: Öğrencilerin %24.4’ünün klinik uygulamalarda şiddete maruz kaldığı, %48.9’unun şiddete maruziyetlerinin klinik uygulamalarını etkilediği, %70.2’sinin meslek hayatında şiddet yaşama endişesi duyduğu ve %94.7’sinin lisans müfredatında şiddet yönetimine yönelik ders içeriklerine yer verilmesi gerektiğini düşündüğü tespit edildi. Öğrencilerin Şiddet Yönetimi Yeterlik Ölçeği toplam puan ortalamaları 94.0±27.5 olarak bulundu. Hemşirelik öğrencileri için uygulama alanlarında şiddete maruz kalındığında ne yapılması gerektiğini bilme durumu ile şiddet bilgi yönetimi alt boyut ve toplam puan ortalamaları arasında anlamlı ilişki saptandı (p

What are the experiences of student nurses with online learning? Do they have the necessary digital and technological competencies?

Background and objective: Student Nurses have been conventionally and predominantly taught face to face for several decades. A recent surge in teaching student nurses online in the last decade has been expedited by the onset of the covid-19 pandemic. A significant number of research on online learning, focuses on its effectiveness from an educator’s perspective. Exploring student nurses’ experiences with online learning in relation to their digital and technology skills readiness is pertinent to informing a student-led pedagogy. The research aims to explore the experiences of student nurses with online learning and if they are digital and technology skills ready for online learning or not.Methods: The study is a descriptive qualitative research, which utilises Interpretative phenomenological analysis and hermeneutic Interpretative phenomenology. Four pre-registration student nurses in a university in the South-East of England were recruited for the study. Individual face-to-face tape recorded semi-structured interviews were conducted with verbal and written consent from participants. Data collected was concurrently transcribed and analysed. Preliminary codes were given to the collected data to describe the contents. Interviews were then searched for patterns in the given codes from the transcripts. The themes that emerged were reviewed and refined with written up verbatim quotations from participants to support interpretations. A reflexive diary was kept by the researcher throughout the research, to reduce the likelihood of biases. Results: The themes that emerged from the collected and analysed data indicated that student nurses were digital and technology skills competent to engage in online learning. Online learning was deemed beneficial by all students although a preference for face-to-face learning was reported. Factors that inhibited students from fully engaging with online learning included internet hitches and the inability of nurse educators to use technology. A lack of effective communication between lecturers and students during online learning also marred the experiences of students. Environmental distractions at home and a lack of support from peers and lecturers during online learning were further cited as inhibitors for online learning.Conclusions: The Nursing and Midwifery Council (NMC) requires qualified nurses to have sound technology skills for care delivery. Considerations for online learning must include a prior technology skills competence assessment. The approach will ensure a level playing field for all students who engage in online learning. The appropriate support and interventions can be put in place for students who may not have the prerequisite level of technology skills to engage in online learning. Findings supports a blended learning approach with a student led digital and technology skills baseline assessment, prior to online learning. The approach will ensure a successful co-creation with an amalgamation with pedagogy.

Exploring the sociocultural experiences of student veterinary nurses in the clinical learning environment through the lens of situated learning theory.

Student veterinary nurses (SVNs) complete significant time in clinical placements and this training can have a positive or negative impact on the development of professional skills and identity. A cross-sectional design, using semi-structured interviews, explored 12 SVNs' experiences of clinical placements. Interpretative phenomenological analysis was used to explore each individual participant's experience, prior to the identification of themes across participants' experiences. Most students reported a sense of belonging within the practice team, which fostered engagement. Clinical supervisors were considered key role models and vital support for student progress. Students reported conflict between the demands of the practice and the requirements of their student status. Some poor interpersonal interactions led to reduced confidence. The results may not reflect experiences of the diversity of student demographics, such as those students with protected characteristics, as described in the Equality Act 2010, who may encounter specific workplace challenges. To ensure parity and positive experiences, accredited educational institutes can plan regular engagement with student feedback and support of the training practice. Training practice teams can ensure they are meeting the student's needs and fostering a positive learning environment by adhering to the RCVS Framework for Veterinary Nurse Education and Training, which will, in turn, benefit the whole team. Clinical supervisors can play a convening role in increasing belonging and participation within the clinical learning environment.

The importance of health education for the quality of life of Hypertensive and Diabetic patients: an experience report

This study aims to describe in a descriptive way the experience of Nursing and Medicine students at the University of the State of Pará (UEPA), in a Basic Health Unit (UBS), through the Education Program for Health Work (PET). -Health), and describe the practices developed with patients participating in the Aterial Hypertension and Diabetes (Hiperdia) program. This is a descriptive study, with a qualitative approach, developed at UBS do Uruará, in the municipality of Santarém-PA. In view of the experiences, the importance of the triad in the treatment of high blood pressure and diabetes was highlighted, consisting of medication, physical activity and healthy eating, as problems of lack of adherence to treatment, depression and lack of physical activity in program users. The study made it possible to verify the importance of health education for the quality of life of patients, in addition to contributing to the professional training of students through PET-Saúde.

Research in action-developing and evaluating a student research placement experience

BackgroundEvidence based practice is essential in the provision of high-quality contemporary nursing practice. Yet nursing students often lack an understanding of the research process because applied research experience is rarely facilitated in undergraduate nursing programmes. Students research knowledge is mostly gained via classroom based theoretical teaching; however, it is a challenging subject to teach and is often evaluated poorly by students who find the subject uninteresting and difficult to apply to their clinical practice. AimThe aim of the study was to explore the experiences of student nurses after undertaking a nurse led primary research study placement. MethodsThe study explores the students' experiences of a research placement using a phenomenological approach with the data collection method of drawings and narration which were then subject to Interpretive Phenomenological Analysis as a data analysis method. SettingsThis study was undertaken with 18 nursing students who were enrolled in a United Kingdom university, who had recently participated in a nurse-led research study exploring the use of sensors to detect atrial fibrillation in members of the public in a supermarket. ResultsThe following themes were developed by the researchers: Practice makes perfect, Enhancing communication, Research attitude, Making a difference, Increased confidence, Enhanced skills, Researcher collaborations, The views of others. ConclusionsStudents valued the research placement; the experience provided insight into the conduct of research in primary health and allowed students to learn about research in an experiential way which proved to be more effective than usual classroom methods. Students' communication skills were enhanced, through interacting with the public in a different way, who were keen to engage with them because of their student status.

Seeing Beyond the Screen: Integrating Trauma- and Violence-Informed Care During a Telehealth Simulation

BackgroundIntimate partner violence (IPV) is prevalent in the United States and may escalate during pregnancy. Therefore, an IPV telehealth clinical simulation learning experience for senior-level maternal nursing students with a standardized live patient was created, implemented, and evaluated by faculty. MethodsTrauma- and violence-informed care was the framework for this telehealth simulation. ResultsFaculty created a video conferencing telehealth clinical experience that will continue to be utilized in the future. A unique “re-debrief” session was created in response to student learning needs. ConclusionStudent nurses need clinical experiences where they can safely practice caring for diverse populations, especially regarding IPV. Telehealth experiences are ideally suited to meet learning needs and student outcomes. Therefore, additional opportunities for assessing IPV risk and providing care should be incorporated throughout the nursing curriculum.

Exploring stakeholders’ experiences in co-creation initiatives for clinical nursing education: a qualitative study

BackgroundCo-creation is an emerging approach in nursing education, wherein academics engage in multi-stakeholder collaborations to generate knowledge, ideate solutions, promote sustainability, and enhance educational quality. However, knowledge on stakeholders’ experiences in participation in co-creation initiatives for nursing education is scarce. This study aimed to explore the experiences of student nurses, nurse educators, and e-learning designers in co-creation initiatives to design and develop a digital educational resource for clinical nursing education.MethodsThe study adopted an exploratory qualitative design. Data were collected via three separate semi-structured focus group interviews with student nurses (n = 7), nurse educators (n = 8), and e-learning designers (n = 3) who participated in co-creation workshops. Collected data were then thematically analyzed.ResultsThree themes related to the participants’ experiences emerged: (1) The co-creation workshops were enjoyable, useful, and instructive; (2) power imbalances influenced the students’ engagement; and (3) contextual factors influenced the participants’ overall engagement.ConclusionsThis study shows that co-creation through workshops is a novel, enjoyable, and instructive approach that facilitates knowledge exchange. It also highlights the needs and experiences of stakeholders, especially student nurses. However, the use of co-creation in nursing education presents some challenges. Recognizing and managing power differentials are essential for successful co-creation in clinical nursing education, alongside a mindset of collaboration and mutuality. Future research is required to systematize knowledge about the benefits and impacts of the processes and outcomes of co-creation initiatives, including stakeholders’ motivation, barriers, and facilitators to participation in co-creation, to improve the quality of clinical nursing education.

The Effectiveness of Self-Directed Learning Readiness on Competency Achievement of Basic Nursing Clinical Practice Students

Basic Nursing Clinical Practice is the first clinical learning experience for vocational nursing students. The achievement of complete competence will provide a positive experience, ability, willingness to learn actively and independently, and direct continuous learning so that competent vocational nurse graduates are achieved. Self-Directed Learning Readiness (SDLR) is a condition where students have full control in the process of making decisions related to their learning and accept full responsibility for it, even though later they need help and advice from lecturers and Clinical Instructors. Therefore, this research was conducted to determine the effectiveness of SDLR on the competency achievement of basic nursing clinical practice students. This study used a quasi-experimental design with one group pretest and posttest design. The sampling technique used total sampling, with as many as 91 respondents. Respondents were 2nd semester D3 Nursing Study Program students. The analysis used an independent sample t-test, with a 95% degree of confidence. The results of statistical tests using the Independent T-Test showed that there was a positive effect of SDLR on the Competency Achievements of Basic Nursing Clinical Students with a p-value <0.05. Of course, a high level of Self Directed Learning Readiness, can have a positive impact on student competency outcomes in carrying out Nursing Clinical Practice, where competency achievement targets will be met. Achievement of plenary competence will provide a positive experience, ability, willingness to learn actively and independently, and direct continuous learning so that competent vocational nurse graduates are achieved.

Student nurses' experiences of discrimination and racism on work placements: What can higher education institutions do?

BackgroundThere is persistent interpersonal, institutional and structural racism within the health sector and higher education. Such anti-Black and anti-Brown racisms are experienced by nursing students, nursing apprentices and fully qualified nurses. This discrimination intersects with other characteristics, namely gender and student status, which can make the nursing profession an unsafe environment for many. ObjectivesTo understand student nurses' experiences of racism and intersecting oppressions, at university and on work placement. DesignA qualitative descriptive study with individual interviews and focus groups. SettingsA widening participation higher education institution in London, UK. ParticipantsTwenty-four student nurses and nurse apprentices studying on an adult nursing programme. MethodsStudents were recruited through purposive sampling. In-depth data relating to student nurses' perspectives and experiences were gathered through two focus groups and three individual interviews conducted by student nurse peers. Interviews were transcribed verbatim and open coding was used to analyse transcripts using comparison and thematic analysis. ResultsThree key themes arose: safety and support in the university space; hierarchical treatment in work placements due to intersecting race and ‘student’ identities, and; direct racism by patients and staff in work placements. ConclusionsStudent nurses expressed their vulnerability to discrimination and racism whilst on placement in the National Health Service. More opportunities within university curricula are needed for student nurses to learn about, reflect on, and gain support for managing experiences of discrimination in the health system.

Nursing students experiences of end-of-life care.

Undergraduate nursing students spend a significant amount of time in clinical placements where they are involved in care at the end of a person's life and care after death. While their role is to provide compassionate care, some students feel wholly unprepared. The aim of this qualitative study was to explore student nurses' experiences of care in death, dying and post death care, and to explore how students can be better prepared to provide such care. This is a qualitative descriptive study that is concerned with the subjective reality of participant's experiences. Six themes were developed from the analysis: first encounters with death and dying; preparedness; mentoring and support received; the caring role; striving to cope; working with families and working through COVID-19. Students described their experience of placements in end-of-life care as challenging, yet were also able to adopt ways to develop as compassionate practitioners.

Clinical experience of omani undergraduate nursing students: Qualitative study

BackgroundCommencing clinical practice is a main milestone in the educational journey of undergraduate nursing students as it indicates the beginning of their professional life. The clinical training experience is frequently described as stressful and challenging for nursing students. Objectives: This study was conducted mainly to examine, explore and interpret nursing students' perceptions of the challenges they faced as nursing students during their clinical experience. SettingCollege of Nursing at Sultan Qaboos University, Oman. ParticipantsA total of 32 undergraduates nursing students who were enrolled in the nursing program and had finished at least one clinical course from their study plan. MethodData were collected using focus group discussions. A total of 32 participants were recruited and six focus groups were conducted. Data was transcribed and it was analyzed using thematic analysis. ResultTwo main themes were identified, and under each theme, several subthemes were merged. The two main themes are: challenges that hindered self-directed learning, which included instructor approach and nurse approach, and challenges that hindered experiential learning, which included theory-practice gap, insufficient practice, lack of confidence and evaluation methods. Conclusion: This study provided insights into the challenges that hindered the effectiveness of clinical nursing education. Several recommendations were proposed to maximize the benefits of clinical practice and to create less stressful environments.

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.