Lived Experiences of Male Nurse Educators: An Interpretive Phenomenological Inquiry.
Lived experience
Men in nursing
Nurse educators
Nursing education
Phenomenology
Journal
Journal of professional nursing : official journal of the American Association of Colleges of Nursing
ISSN: 1532-8481
Titre abrégé: J Prof Nurs
Pays: United States
ID NLM: 8511298
Informations de publication
Date de publication:
Historique:
received:
18
06
2019
revised:
08
10
2019
accepted:
25
10
2019
entrez:
13
6
2020
pubmed:
13
6
2020
medline:
9
2
2021
Statut:
ppublish
Résumé
Male nurses experience stereotypes and obstacles that affect their career progression in clinical and leadership roles. The experiences of male students and nurses in educational and clinical settings are documented, but no research explored the experiences of nurse educators. To explore and develop a deeper understanding of the lived experiences of male nurse educators. An interpretive phenomenological inquiry was used. Semi-structured interviews were conducted with 12 male educators in Khyber Pakhtunkhwa. Ricoeur's interpretation theory was used for data analysis. The themes included "searching for respect and autonomy: from discrimination to recognition", "keeping up the pace: proving worth as nurse educators", "building relationship with the opposite gender: overcoming cultural constraints", "withstanding unfair female nursing and non-nursing management", "appreciating support from democratic management" and "envisioning a non-gendered nursing profession". Male educators surmounted various challenges while searching for respect and recognition and felt content with their professional growth. The greatest challenge was discriminative institutional and the government policies. The educators recognized that female dominance in nursing can be a hurdle, but they indicated that gender discrimination can be ended with collaborative efforts at personal, institutional, and governmental levels. Nursing regulatory bodies and institutions should develop policies that are conducive to recruitment of male and female educators. Separate sub-divisions could be established to provide support to and advocate for the rights of male nurses in clinical, educational, and leadership positions.
Sections du résumé
BACKGROUND
BACKGROUND
Male nurses experience stereotypes and obstacles that affect their career progression in clinical and leadership roles. The experiences of male students and nurses in educational and clinical settings are documented, but no research explored the experiences of nurse educators.
PURPOSE
OBJECTIVE
To explore and develop a deeper understanding of the lived experiences of male nurse educators.
METHODS
METHODS
An interpretive phenomenological inquiry was used. Semi-structured interviews were conducted with 12 male educators in Khyber Pakhtunkhwa. Ricoeur's interpretation theory was used for data analysis.
FINDINGS
RESULTS
The themes included "searching for respect and autonomy: from discrimination to recognition", "keeping up the pace: proving worth as nurse educators", "building relationship with the opposite gender: overcoming cultural constraints", "withstanding unfair female nursing and non-nursing management", "appreciating support from democratic management" and "envisioning a non-gendered nursing profession".
CONCLUSION
CONCLUSIONS
Male educators surmounted various challenges while searching for respect and recognition and felt content with their professional growth. The greatest challenge was discriminative institutional and the government policies. The educators recognized that female dominance in nursing can be a hurdle, but they indicated that gender discrimination can be ended with collaborative efforts at personal, institutional, and governmental levels. Nursing regulatory bodies and institutions should develop policies that are conducive to recruitment of male and female educators. Separate sub-divisions could be established to provide support to and advocate for the rights of male nurses in clinical, educational, and leadership positions.
Identifiants
pubmed: 32527635
pii: S8755-7223(19)30172-3
doi: 10.1016/j.profnurs.2019.10.005
pii:
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
134-140Informations de copyright
Copyright © 2019 Elsevier Inc. All rights reserved.
Déclaration de conflit d'intérêts
Declaration of competing interest None declared.