impacting student success; - virginia henderson · nursing impacting student success; ... social...
TRANSCRIPT
The Henderson Repository is a free resource of the HonorSociety of Nursing, Sigma Theta Tau International. It isdedicated to the dissemination of nursing research, research-related, and evidence-based nursing materials. Take credit for allyour work, not just books and journal articles. To learn more,visit www.nursingrepository.org
Item type Presentation
Format Text-based Document
Title Impacting Student Success: The Importance of GenderDiversity within Nursing Education
Authors Le Blanc, Barbara Ellen
Downloaded 7-Jul-2018 18:20:39
Link to item http://hdl.handle.net/10755/316812
the importance of gender diversity within nursing education
Barb Le Blanc PhD (c) , RN, MN, CHE
PhD Candidate, University of Ottawa School of Nursing
IMPACTING
STUDENT SUCCESS;
Approx 10% of students are male – only 5-6% practicing (CNA)
Rise in intake but only a slow increase in practicing men, attrition levels remain high (Stott, 2003)
Stott (2004) found that 40-50% of males entering nursing either fail or drop out
Social stigma associated with men in a female dominated profession is perpetuated by education and socialization process, which is isolating and marginalizing (Stott, 2004, Tumminia, 1981)
BACKGROUND OF RESEARCH
Explore the pedagogical experience of the male
nursing students
Examine the power influences and imbalances
Change the socialization of nursing students and the
construct of the ideal nurse to be inclusive and
accepting of variation
PURPOSE OF STUDY
Behaviours are gender based
Contention that male nursing students are expected
to perform in a feminine gender based way that
meets social norms
Conflict between socialized male roles learnt from
childhood and the “distinctly feminine attributes of
nursing” (Butler, 1991)
BUTLER- GENDER PERFORMATIVITY
Power relationships exist between professor and
student
Misuse or biased use of power towards male
students result in stress, isolation and eventually
withdrawal from program
Those not conforming are subject to concrete or
abstract forms of discipline – exercise of power
FOUCAULT- POWER AND DISCIPLINE
Nursing faculty are functioning within an educational
system designed to educate women
Male nursing students are seen as a separate entity,
not truly belonging and thus marginalized and isolated
- “nurse” vs “ male nurse”
42% of male students reported lack of role models and
mentors, 73% experienced negative stereotyping
( S h er ro d , 2 0 03 ; C u d e & W in f r ey, 2 0 07 ; Ko u t a a n d Ka i te , 2 011 ; Ke l l y, S h o em a ker &
S tee le , 1 9 94 ; )
LITERATURE REVIEW
Frustration with the emphasis on feminine engendered feelings
Faculty have expressed concern that male students have a less emotional and compassionate response to patient interactions
Different perspective, technical aspects important, humour, lack of physical contact
Anti-male remarks by faculty and other students, lack of gender neutrality in texts, conflicting and gender biased rules lead to withdrawal / failure
( Tu m m in ia , 1 9 81 ; A n t h o ny, 2 0 04 ; G r a d y, S tewa r d so n & H a l l , 2 0 08 ; Dyc k , O l i f fe , P h in n ey & G a r r et t , 2 0 09 ; M ea d u s , 2 0 00 ; )
LITERATURE REVIEW
Male students discussed that nursing school was something to “just get through” and discussed the stress level associated with pressures to perform and conform to the role
Need for empowerment of male students by utilizing role models and relating stories about male approaches to care
Exposure and interaction with male clinical role models would motivate and provide practical advise on how to “get through it”
(Grady et a l , 2008; Scr iber, 2008; Moyhing v. Bar ts and London, 2006; Kanter, 1977; Stott , 2007; Kouta & Kai te , 2011; Evans , 2013)
LITERATURE REVIEW
Feelings of isolation, exclusion and gender stereotyping
Unequal clinical opportunities, lack of role models, teaching strategies geared to the feminine, sense of discouragement, evaluated less favorably
Lack of understanding, on the part of the faculty, of the dif ference in learning strategies and communication styles of male students
A sense of acceptance and belonging is important to students and their ability to succeed
(Booth & Leigh, 2010; O’Lynn , 2004; Anthony, 2004; Kouta & Kai te , 2011; Stott , 2007, Scr iber, 2008; Kermode,2006); Henderson et a l , 2012)
LITERATURE REVIEW
Gender influences the retention of nontraditional students and plays an important role in academic achievement and experiences
Significant relationship found between retention and number of students of specific gender taught by the same gender
No influence stronger than faculty role modelling to provide students with support and retention within a program
Faculty should consider promoting formal and informal contact between same gendered faculty and students
( Ro b s t , Ke i l & Ru sso , 1 9 98 ; S to t t , 2 0 07 ; Web er, 2 0 08 ; U j va r in e e t a l , 2 011)
LITERATURE REVIEW
Feminist culture that is dismissive of men, efforts to preserve female dominance; No push to recruit men, lack of men and their difficulties are a non-issue to the profession
Stereotyping and discrimination systemic but unintentional- men are an afterthought, tokenism towards males
Focus on the female perspective in education topics, role of male ignored or given lip service
Isolation, marginalization, singled out, higher expectations
PRELIMINARY FINDINGS – “BELONGING”
Not able to be themselves- have to conform or
pretend to avoid discipline- No direction on how to be
a nurse and a male
Female students and some faculty didn’t feel they
should be there – wanted them to fail, “why are you
here”, “You don’t represent us”
“I’ll never meet the Gold Standard of the ideal nurse -
so I have to just try and do the best I can and get
through” - “I have no other image of nursing to draw
on”
PRELIMINARY FINDINGS – “BELONGING”
Male academics not seen as role models - “not really nurses”
Push for male students to pursue graduate education
Desire to have more male instructors in clinical and lab.
“Those guys are very smart and educated but I wouldn’t feel
comfortable talking to them, I think someone younger, more
relatable”
“I look up to the one male staff nurse we had, more than the
faculty, you know, maybe if I was more academic but I’m not.
He was so cool”
PRELIMINARY FINDINGS – “BELONGING”
“I am outside myself from the outset, and must
be, in order to survive and in order to enter into
the realm of the possible” (2004, pg 32).
BUTLER
QUESTIONS
CONTACT INFORMATION: [email protected]
THANKS FOR THE SUPPORT OF THESIS SUPERVISORS
DR. DAVE HOLMES AND DR. AMELIE PERRON
Cude, G . , Winf rey, K . 2007. The h idden barr ier : gender b ias : fact or f i c t ion. Nur sing Women’s Heal th 11 (3 ) , 254–265.
Dyck , J . , O l i f fe , J .L . , Phinney, A . , & Garret t , B . (2009) . Nurs ing Inst ructors ' and Male Nurs ing Students ' Percept ions of Undergraduate C lassroom Nurs ing Educat ion. Nursing Educat ion Today, 29 (6 ) , 649-53
El l is , D . , Meeker, B . , & Hyde, B . , (2006) . Explor ing men’s perceived educat ional exper iences in a baccalaureate program. Journal o f Nurs ing Educat ion. 45(12) , 523 -527
Evans, D . , (2013) . Examining the inf luence of noncognit ive var iables on the intent ion of minor ity bacclaureate nurs ing students to complete thei r program of s tudy. Journal of Professional Nurs ing, Vol 29 (3 ) ; 148-154.
Foucault , M. (1995). Disc ipl ine & Punishment ; The Bi r th of the Pr ison. New York , NY. V intage Books
Grady, C . , S tewardson , G . , & Hal l , J . (2008) Faculty Not ions Regarding Car ing in Male Nurs ing Students . Journal of Nur s ing Educat ion,Vo l .28, 7 ; 314-323.
Henderson, A . , Cooke, M. , Creedy, D . , & Walker, R . , (2012) . Nurs ing students’ percept ions of learning in pract ice env i ronments: A rev iew. Nur se Educat ion Today, 32 ; 299-302
REFERENCES
Kermode, S. (2006). Is nurse education sexist? An exploratory study. Contemporary Nurse: A Journal for the Austral ian Nursing Profession , 22 (1), 66-74. Retrieved from doi:10.5172/conu.2006.22.1 .66
Kouta, C. , & Kaite, C. P. (2011). Gender discrimination and nursing: A l i terature review. Journal of Professional Nursing , 27 (1), 59-63. doi:10.1016/j .profnurs.2010.10.006
McLaughlin, K. , Muldoon, O. T. , & Moutray, M. (2010). Gender, gender roles and completion of nursing education: A longitudinal study. Nurse Education Today , 30 (4), 303-307. doi :10.1016/j .nedt.2009.08.005
Meadus, R. (2000). Men in Nursing; Barriers to Recruitment. Nursing Forum ,35,3;
O'Lynn, C. E. (2004). Gender -based barriers for male students in nursing education programs: Prevalence and perceived importance. Journal of Nursing Education , 43 (5), 229-236.
Robst, J . , Kei l , J . , & Russo, D., (1998). The ef fect of gender composit ion of faculty on student retention. Economics of Education Review, Vol. 17 (4); 429-439.
REFERENCES
Sherrod, D. (2003). Reach out to the best and the brightest. Nursing, 33 , 43-44.
Stott , A . (2004). Issues in the socialisation process of the male student nurse: Implications for retention in undergraduate nursing courses. Nurse Education Today , 24 (2) , 91-97.
Stott , A . (2007). Exploring factors af fecting attr it ion of male students from an undergraduate nursing course: A qualitative study. Nurse Education Today , 27 (4) , 325-332. doi :10.1016/j.nedt.2006.05.013
Scriber,M. (2009). Warming the nursing education cl imate for traditional age learners who are male. Nursing Education Perspectives, 29 , 143-150.
Tumminia, P. (1981). Teaching problems and strategies with male nursing students. Nurse Educator , 69-11.
Ujvarine, A . , Zrinyi , M., Toth, H., & Zekanyne, H., (2011). The role of faculty and cl inical pracice in predicting why nurses graduate in Hungary. Nurse Education Today, 31 ; 94-101.
Weber, D. (2008). Finding their niche; Why men choose nursing. RN Web
REFERENCES