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Page 1: IMPACTING STUDENT SUCCESS; - Virginia Henderson · Nursing IMPACTING STUDENT SUCCESS; ... Social stigma associated with men in a female dominated profession is perpetuated by education

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

Page 2: IMPACTING STUDENT SUCCESS; - Virginia Henderson · Nursing IMPACTING STUDENT SUCCESS; ... Social stigma associated with men in a female dominated profession is perpetuated by education

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;

Page 3: IMPACTING STUDENT SUCCESS; - Virginia Henderson · Nursing IMPACTING STUDENT SUCCESS; ... Social stigma associated with men in a female dominated profession is perpetuated by education

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

Page 4: IMPACTING STUDENT SUCCESS; - Virginia Henderson · Nursing IMPACTING STUDENT SUCCESS; ... Social stigma associated with men in a female dominated profession is perpetuated by education

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

Page 5: IMPACTING STUDENT SUCCESS; - Virginia Henderson · Nursing IMPACTING STUDENT SUCCESS; ... Social stigma associated with men in a female dominated profession is perpetuated by education

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

Page 6: IMPACTING STUDENT SUCCESS; - Virginia Henderson · Nursing IMPACTING STUDENT SUCCESS; ... Social stigma associated with men in a female dominated profession is perpetuated by education

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

Page 7: IMPACTING STUDENT SUCCESS; - Virginia Henderson · Nursing IMPACTING STUDENT SUCCESS; ... Social stigma associated with men in a female dominated profession is perpetuated by education

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

Page 8: IMPACTING STUDENT SUCCESS; - Virginia Henderson · Nursing IMPACTING STUDENT SUCCESS; ... Social stigma associated with men in a female dominated profession is perpetuated by education

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

Page 9: IMPACTING STUDENT SUCCESS; - Virginia Henderson · Nursing IMPACTING STUDENT SUCCESS; ... Social stigma associated with men in a female dominated profession is perpetuated by education

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

Page 10: IMPACTING STUDENT SUCCESS; - Virginia Henderson · Nursing IMPACTING STUDENT SUCCESS; ... Social stigma associated with men in a female dominated profession is perpetuated by education

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

Page 11: IMPACTING STUDENT SUCCESS; - Virginia Henderson · Nursing IMPACTING STUDENT SUCCESS; ... Social stigma associated with men in a female dominated profession is perpetuated by education

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

Page 12: IMPACTING STUDENT SUCCESS; - Virginia Henderson · Nursing IMPACTING STUDENT SUCCESS; ... Social stigma associated with men in a female dominated profession is perpetuated by education

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”

Page 13: IMPACTING STUDENT SUCCESS; - Virginia Henderson · Nursing IMPACTING STUDENT SUCCESS; ... Social stigma associated with men in a female dominated profession is perpetuated by education

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”

Page 14: IMPACTING STUDENT SUCCESS; - Virginia Henderson · Nursing IMPACTING STUDENT SUCCESS; ... Social stigma associated with men in a female dominated profession is perpetuated by education

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”

Page 15: IMPACTING STUDENT SUCCESS; - Virginia Henderson · Nursing IMPACTING STUDENT SUCCESS; ... Social stigma associated with men in a female dominated profession is perpetuated by education

“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

Page 16: IMPACTING STUDENT SUCCESS; - Virginia Henderson · Nursing IMPACTING STUDENT SUCCESS; ... Social stigma associated with men in a female dominated profession is perpetuated by education

QUESTIONS

CONTACT INFORMATION: [email protected]

THANKS FOR THE SUPPORT OF THESIS SUPERVISORS

DR. DAVE HOLMES AND DR. AMELIE PERRON

Page 17: IMPACTING STUDENT SUCCESS; - Virginia Henderson · Nursing IMPACTING STUDENT SUCCESS; ... Social stigma associated with men in a female dominated profession is perpetuated by education

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

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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

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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