Perceptions of Recent Male Nursing Graduates Regarding Gender Bias and Gender-Based Educational Barriers

Perceptions of Recent Male Nursing Graduates Regarding Gender Bias and GenderBased Educational Barriers by Nancy Patricia Spahr MBA, Bentley College, 1990 MS, Texas Woman’s University, 1976 BSN, College of Saint Teresa, 1968 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Teacher Leadership Walden University October 2012 Abstract Despite decades of important contributions by male nurses, nursing is still viewed as a feminine profession. Moreover, male nursing students continue to experience gender bias and gender-based educational barriers within schools of nursing. This has led to failure and drop-out rates much higher than those experienced by their female counterparts. The purposes of this quantitative survey study were to (a) explore the relationship betweenDespite decades of important contributions by male nurses, nursing is still viewed as a feminine profession. Moreover, male nursing students continue to experience gender bias and gender-based educational barriers within schools of nursing. This has led to failure and drop-out rates much higher than those experienced by their female counterparts. The purposes of this quantitative survey study were to (a) explore the relationship between perceived gender bias, gender-based educational barriers within nursing education, and resiliency in recent male nursing graduates; and (b) to identify those gender-based barriers that were considered to be most prevalent and most important. A view of gender from a social constructivist approach framed the study. Two previously validated data collection tools, the Inventory of Male Friendliness in Nursing Programs-Short© (IMFNPS©) and the Brief Resilience Scale© (BRS©) were used to gather data from recent male nursing graduates (N = 97). The results demonstrated no significant correlation (Spearman rho = 0.1025, p = 0.3178), between mean scores on the IMFNPS and the BRS; however, overall mean resilience scores were high (M = 3.90, SD = 0.62). The gender-based educational barriers identified as being most prevalent and most important included (a) curriculum did not include a discussion of the historical contributions of male nurses, (b) clinical experiences were limited during the obstetrical rotation; and (c) male students feared that they would be accused of sexual inappropriateness when providing nursing care for female patients. Positive social change can occur for male nursing students if the most prevalent gender-based barriers are minimized or eliminated, men are provided with the appropriate skills to care for female patients, and resilience education is included within all nursing curricula. Perceptions of Recent Male Nursing Graduates Regarding Gender Bias and GenderBased Educational Barriers by Nancy Patricia Spahr MBA, Bentley College, 1990 MS, Texas Woman’s University, 1976 BSN, College of Saint Teresa, 1968 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Teacher Leadership Walden University October, 2012 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, MI 48106 1346 UMI 3543983 Published by ProQuest LLC (2012). Copyright in the Dissertation held by the Author. UMI Number: 3543983 Dedication This study has been the culmination of a lifelong dream and is dedicated to the memory of my wonderful husband, Thomas F. Spahr, who always believed I could do anything I set my mind on; my son Cristian Antonel Spahr who lost his life way too early; and my mother, Marvel L. Goodroad who strongly encouraged me to start this journey, but did not live to see me finish. Acknowledgments I would like to acknowledge Dr. Edward Garten who was my very first professor at Walden University. I started this doctoral journey having just lost my husband, and without Dr. Garten’s encouragement and support, I might not have had the courage or the confidence in myself to continue the program. It is impossible to express fully my deep thanks to Dr. Nathan Long for his unfailing guidance, support, gentle prodding, as well as his exceptional knowledge and expertise. Thanks Dr. Long for taking this journey with me. I also want to acknowledge my three wonderful children who never failed to support me along this difficult journey, Shannon (Spahr) Sampson, Matthew Spahr, and Colleen (Spahr) Barnes. In addition, I cannot close this acknowledgment page without thanking my wonderful partner in love, Dan Berg, who never complained about all those weekends I spent working on my paper instead of spending time with him.