"Men are from Mars": The lived experience of male nursing students at a regional university

The history of the male nurse is a long and varied one. From its early origins in the ancient world, through the Christian era and its formation within the religious faiths of the medieval period to it’s almost demise as a result of the reformation until the birth of formalised nursing practice in the 1850’s put paid to the image of the male nurse. More recent work has identified the barriers and pitfalls of the modern image of the male nurse, of one being homosexual or a sexual deviant, to claims that male nurses climb the hierarchical ladder quicker than their female colleagues. This not only applies to those men who are currently registered nurses but equally to male nursing students as well. However, male nursing students also experience the discomfort of being treated differently in the classroom as a result of the feminine nature of the nursing programme; being used as live mannequins during clinical skills sessions and excluded from providing care to female patients while on clinical placement. The aim of this study was to explore the lived experience of male nursing students at a regional Australian university. Using descriptive phenomenology after the tradition of Husserl, this study incorporated the empirical-phenomenological framework from which to structure the study which incorporated Colaizzi’s data analysis method as a means of elucidating central themes. Eight male student nurses were interviewed using Jones’ minimalist-passive interview technique. Data analysis identified three central themes: Nursing is for Men; Men are from Mars and Working in a World of Perceived Negativity. Each of the three themes formed the foundation from which to elucidate further extant literature to identify what is known and what is not known. There is a plethora of literature as it relates to men in nursing, however, this study identified a number of key areas that contribute new knowledge to the phenomenon: support in the decision making of spouses/partners of those men currently in the under-graduate nursing programme; the reasons why male nursing students are excluded from providing intimate care, the perception that male nursing students are seen as potential sexual predators and the differences in communication and learning styles compared to women. The men in this study certainly felt marginalised and isolated at times considering they made a significant career change to ‘train’ to be registered nurses. In certain situations, they felt vulnerable, especially during clinical placement where their presence was often unwelcome. On some occasions they were excluded, particularly from providing intimate nursing care which often left the male students with a skills deficit for their next placement. Despite the barriers these men enjoyed the prospect of becoming registered nurses, they felt at ease in the classroom, although not actively seeking out other men in the group, though often feeling comforted that there were other male students around which reduced their sense of isolation. There are a number of implications for education and practice which may include a review of the national nursing curricula to ensure that any gender inequalities are addressed appropriately. Second, during clinical placement experiences patient choice as to who provides care as opposed to members of the nursing team is paramount in reducing potential exclusionary practices. Finally, there could be a greater number of male nursing role models both clinically and educationally to support seamless transition and assimilation into the under-graduate programme and the profession

Nursing is for men: a descriptive phenomenological study

Background: The reasons men come into nursing is because of career stability, career progression and financial security. Aim: The aim of this study was to explore the lived-experience of a group of male nursing students as to the attraction of nursing as a career choice. Method: A descriptive phenomenological approach using Colaizzi's seven step data analysis within the phenomenological empirical framework was used. Findings: The central theme developed from the transcripts was Nursing is for Men. Seven sub-themes were identified from the significant statements which included: Nursing is for me; wanting a new career; the jobs in the bag; striving to succeed; Men together; Family approval and Mate-ship realigned. Conclusion: The men in this study found the decision to become a nurse and undertake their nursing education challenging. Moreover, it was reconciling with family, friends and work colleagues that many felt was the biggest obstacle. © 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group

Men are from Mars: The challenges of communicating as a male nursing student

© 2018 Male-female communication within nursing is often fraught with difficulties especially for male nurses as the try and assimilate themselves into a female dominated profession. It is clear that men and women possess different communication styles. Men tend to be forthright and to the point. Women on the other hand often view the world as a network of connections, as a negotiation for closeness and support and therefore centred on maintaining solidarity. The aim of this study was to explore the lived-experience of a group of male nursing students using Colaizzi's seven step data analysis within the phenomenological empirical framework. The central theme “Men are from Mars” identified two subthemes which included: calling a spade a spade in world of shovels and conscientious objector from the margins. Communication for the men in this study was difficult. The participants were sensitive of what and how they communicated could be misinterpreted which often left them feeling isolated. They were often perplexed how the female students spoke to and about each. The men on the other hand were open and honest in the way they communicated with each other; there was not misinterpretation the men knew exactly where they stood with each other

Using Colaizzi's method of data analysis to explore the experiences of nurse academics teaching on satellite campuses

Background Phenomenology is a useful methodological approach in qualitative nursing research. It enables researchers to put aside their perceptions of a phenomenon and give meaning to a participant's experiences. Exploring the experiences of others enables previously unavailable insights to be discovered. Aim To delineate the implementation of Colaizzi's (1978) method of data analysis in descriptive phenomenological nursing research. Discussion The use of Colaizzi's method of data analysis enabled new knowledge to be revealed and provided insights into the experiences of nurse academics teaching on satellite campuses. Local adaptation of the nursing curriculum and additional unnoticed responsibilities had not been identified previously and warrant further research. Conclusion Colaizzi's (1978) method of data analysis is rigorous and robust, and therefore a qualitative method that ensures the credibility and reliability of its results. It allows researchers to reveal emergent themes and their interwoven relationships. Researchers using a descriptive phenomenological approach should consider using this method as a clear and logical process through which the fundamental structure of an experience can be explored. Implications for research Colaizzi's phenomenological methodology can be used reliably to understand people's experiences. This may prove beneficial in the development of therapeutic policy and the provision of patient-centred care. © 2018 RCN Publishing Company Ltd. All rights reserved

The provision of higher education in regional areas: an integrative review of the literature

There is a great deal of literature surrounding the needs of regional Australia. This integrative review of the literature focuses on the experience of nursing academics teaching on a satellite campus, many of which are located in regional Australia. Four themes were identified: (1) challenges specific to regional satellite campuses, (2) student characteristics, (3) student experiences and (4) the academics’ experiences. These themes identified not only significant benefits but also considerable challenges to the provision of higher education on regional university campuses. The experience of nursing academics and indeed their students is remarkably different from the experience of their metropolitan counterparts, and therefore the local context needs to be considered in regional education provision. Australian regional nursing academics need to be multi-skilled to address the workload and social inequity in support service provision. © 2017 Association for Tertiary Education Management and the LH Martin Institute for Tertiary Education Leadership and Management

An integrative review of graduate transition programmes: Developmental considerations for nursing management

Graduate transition programmes have been developed to recruit new nursing staff and facilitate an effective transition from nursing student to Registered Nurse within the clinical environment. Therefore the aim of this paper was to explore the various elements included in nursing graduate transition programmes. An integrative review was undertaken incorporating a strict inclusion criterion, critical appraisal, and thematic analysis of 30 studies. There are numerous transition programmes available yet there remains a lack of transparency regarding their aims/objectives, course content, support timeframe and the type of support provided. This inconsistency has resulted in a lack of clarity regarding efficacy or superiority of any one programme over another. Innovative multifaceted programs may assist in supporting the graduate registered nurse to transition effectively into the clinical environment. Providing these support programmes may allow nurse managers to recruit new graduates and therefore decrease the staff budget expenditure. Implications for nursing management: No graduate programme was shown to be superior to others yet graduate programmes appear to positively influence the experience of the graduate and increase staff recruitment. Comparative research is needed to ascertain the integral components of these programmes

An integrative review of absenteeism in newly graduated nurses

Managing sickness and absenteeism in the workplace is challenging, and nurse managers must consider their various causes so they can implement effective management strategies. It is also vital to consider the factors that influence absenteeism and turnover among newly graduated registered nurses (RNs), whose retention can help to address staffshortages. This article describes a literature review that aimed to identify the potential causes of sickness absence in newly graduated RNs. It also discusses strategies that nurse managers can use to retain and maintain their workforce