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Faculty notions regarding caring in male nursing students
Carole A Grady1, Gary A Stewardson, Janice L Hall
1Dixie State College of Utah, St. George, UT 84770, USA. carolegrady@beyondbb.com
The Journal of Nursing Education
|July 18, 2008
Summary
Male nursing students face gender bias. Faculty perceptions of caring in male nursing students were explored, revealing themes like altruism and ambiguity, highlighting the need for support in nursing education.
Area of Science:
- Nursing Education
- Gender Studies in Healthcare
- Sociology of Professions
Background:
- Increasing male enrollment in nursing programs.
- Potential for role stereotyping and gender bias faced by male nursing students.
- Faculty assumptions may impact male students' experiences of caring.
Purpose of the Study:
- To describe faculty perceptions and responses to caring in male nursing students.
- To understand how to better facilitate caring among male nursing students.
- To explore the essence and meaning of faculty notions regarding caring in male nursing students.
Main Methods:
- Interpretive phenomenological study.
- Qualitative data collection through interviews.
- Phenomenological data analysis to identify themes.
Main Results:
- Six themes identified: altruism, antecedents, attainment, ambiguity, agency, and anecdotes.
- Faculty perceptions of male nursing students' caring abilities vary.
- Understanding these perceptions is key to supporting male nurses.
Conclusions:
- Nursing education must recognize and support diverse ways of caring demonstrated by male students.
- Addressing gender bias in faculty assumptions is crucial for inclusive nursing programs.
- Facilitating male nursing students' unique contributions to caring is essential for the profession.
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