Role strain in the obstetrical nursing student in the context of cultural influence: An observational survey study

Role strain occurs when an individual has a variety of roles but the associated expectations conflict. Male identifying nursing students have been previously shown to experience greater role strain than female identifying students in their obstetrical (OB) clinical experience. Surrounding sociocultural events can influence role strain experienced by students. Sociocultural events over the last three decades have generated societal awareness that has created role expectations potentially resulting in increased role strain for students in the OB clinical setting.

Through replication of a 1991 study conducted by Sherrod, we sought to determine whether role strain differed between male and female identifying nursing students in OB clinical setting currently and compared to the 1991 students.

Study participants were directed to the Sherrod Role Strain Scale (SRSS) through an online web-based survey through an anonymous link.

Study participants were recruited from baccalaureate nursing programs at three universities in the southeastern United States.

Nursing students who had completed their OB coursework at the three universities were invited to participate.

Male identifying participants (n = 14) demonstrated no difference in role strain when compared to female identifying participants (n = 120) (Male M = 86.2, Female M = 79.1, Cohen's d = -0.35, 95 % CI = [-0.91, 0.21] p = 0.22). However, a majority of all study participants (n = 134) demonstrated substantial role strain (56.3 %). Both male identifying and female identifying participants demonstrated similar substantial overall role strain (males 64.3 % vs. females 55.3 %, RR = 1.16, 95 % CI = [0.76, 1.78]). Neither male identifying participants (Current M = 86.2 vs. 1991 M = 94.8) nor female identifying participants (Current M = 79.1 vs. 1991 M = 75.6) demonstrated meaningful differences in role strain when compared to the 1991 cohort.

Results indicate role strain experienced by OB nursing students, regardless of gender identification, continues to be a significant factor in the current clinical environment. Educators can utilize this awareness of increasing role strain in the context of sociocultural influence among students in the OB clinical setting to improve the student experience.