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How male nursing students learn to care

B L Paterson¹, M Crawford, M Saydak

¹University of British Columbia, School of Nursing, Vancouver, Canada.

Journal of Advanced Nursing

|September 1, 1995

Summary

Male nursing students learn caring through interaction and experience, not direct teaching. Key strategies include modeling, storytelling, and receiving care, highlighting unique male learning pathways in nursing education.

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Area of Science:

Nursing Education
Qualitative Research
Phenomenology

Background:

Current nursing education defines caring as a mutual teacher-student interaction fostering development.
Caring acquisition in nursing is often described within a female experience context.
The male student experience of learning to care in nursing remains under-explored.

Purpose of the Study:

To explore the lived experiences of male nursing students learning to provide care.
To understand how male students acquire nursing care competencies.

Main Methods:

Phenomenological research design.
In-depth interviews with 20 male nursing students.
Analysis of participants' experiences in learning to care.

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Main Results:

Male students perceive caring as learnable when 'open to learning', with teachers acting as facilitators.
Key learning strategies identified: storytelling, modeling, being cared for, 'aha' moments, and observation/practice.
These interactional strategies are crucial for male nurses' development of caring.

Conclusions:

Nursing education should acknowledge diverse learning pathways for developing caring skills in male students.
Facilitating rather than directly teaching caring is essential.
Further research into gender-specific learning experiences in nursing is warranted.