Gender Role Conflict and Male Nursing Students' Academic and Program Success.

Background: Despite calls to increase the proportion of men in nursing, little change has occurred, and anecdotal accounts suggest poor retention of men in nursing programs. This study explored the role that gender role conflict (GRC) may play in men's academic success.

Method: Men in a large nursing program ( = 123) in the United States were surveyed to explore their GRC upon entry to their nursing program and then again 1 and 2 years later.

Nurses' Perspectives of Their Impact While Serving on Boards.

Objective: The study objective was to identify nurses' perceptions of their impact while serving on boards.

Background: Nurse leaders serving as voting board members are key experts for board effectiveness and may be associated with stronger performing organizations. Extant research indicates that nurse leaders are qualified for board service; however, no research explores the impact of nurses on boards.

The Importance of Meaningful Faculty Recognition in Creating a Healthy Academic Work Environment: A Mixed-Methods Study.

Aim: The purpose of this study was to understand nursing faculty's perceptions of meaningful recognition and how it contributes to a caring academic climate.

Background: A supportive, healthy work environment is critical in recruiting and retaining nursing faculty. Research on caring for faculty through meaningful recognition and the impact on the workplace climate is limited.

Men's Decision-Making to Become Nurses: Gendered Influences and Fit With Gender Role Conflict Theory.

Patriarchy has been offered as the foundational paradigm for gendered issues in nursing; however, operationalization of this paradigm in order to improve nursing workforce gender diversity is challenging. The qualitative arm of the present study explored men's decision-making to become nurses within a larger gendered context. Findings were then assessed for fit with Gender Role Conflict Theory.

Perceptions, experiences and preferences of patients receiving a clinician's touch during intimate care and procedures: a qualitative systematic review.

Background: Clinical practice frequently involves the practitioner touching patients' bodies in areas that are highly personal. If inappropriately performed, such intimate touch may result in much anxiety, confusion and misinterpretation. Examination of evidence is necessary to guide practice in this area to mitigate risks and foster optimal clinician-patient relations and care.

Perceptions, experiences and preferences of patients receiving the clinician's touch during intimate care and procedures: a qualitative systematic review protocol.

What are the perceptions, experiences and preferences of patients receiving the clinician's touch during intimate care and procedures?

Faculty experiences with rapid integration of male nursing students within a patriarchal societal context.

Background: In 2007, reforms by the Turkish government forced a rapid integration of male nursing students into previously all-female schools. The minimal amount of time for faculty preparation, little guidance from nursing leaders and the extant literature, and a societal context of patriarchy created unique challenges for faculty.

Objective: The purpose of this qualitative study was to explore and interpret the experiences of nursing faculty as they adapted to the sudden inclusion of men in schools of nursing.

Evaluating the effects of intimate touch instruction: facilitating professional and respectful touch by male nursing students.

Nurses are expected to touch areas of patients' bodies that are considered private and emotionally sensitive (intimate), yet little is known about how nursing students learn, rehearse, and incorporate appropriate touch strategies. Although touch education is important to all nurses, male students face additional challenges due to gender roles and negative stereotypes. The purpose of this quasi-experimental pilot study was to evaluate whether a 3-hour intimate touch instructional laboratory with subsequent clinical experience (intervention group) facilitated male students' development of intimate touch knowledge, skills, and attitudes, compared with having only clinical experience and no laboratory (control group).

Comparison between the Portland model dedicated education unit in acute care and long-term care settings in meeting medical-surgical nursing course outcomes: a pilot study.

In order to improve the rigor and satisfaction of an adult health clinical experience in a long-term care setting and to increase student exposure to gerontological and long-term care nursing, the Portland Model Dedicated Education Unit (DEU) was adapted (DEU-LTC) to incorporate the team nursing model used in the facility. Quantitative findings suggest that beginning adult health students placed on the DEU-LTC performed equally to classmates placed on DEUs based in acute care hospitals on simulations, exams, and course grades. Long-term care staff found the adapted DEU model preferable to traditional clinical education models, and management observed increased staff professionalism following the launch of the DEU-LTC.

Original research: 'how should I touch you?': a qualitative study of attitudes on intimate touch in nursing care.

Objective: Although touch is essential to nursing practice, few studies have investigated patients' preferences for how nurses should perform tasks involving touch, especially intimate touch involving private and sometimes anxiety-provoking areas of patients' bodies. Some studies suggest that patients have more concerns about intimate touch from male than female nurses. This study sought to elicit the attitudes of laypersons on intimate touch provided by nurses in general and male nurses in particular.

Nursing: the lesser of two evils.

The purpose of this phenomenological study was to explore and document the motivational factors, supports, and barriers to choosing nursing and to explore the nursing and caring images of male nursing students. The unique context for this study was the merging of the community health officer and nursing curricula, which suddenly brought men enrolled in the former curricula with the all-female nursing student body. The study was carried out with 15 new Turkish male nursing students.

Male nurses' experiences of gender barriers: Irish and American perspectives.

Evidence suggests that male nurses face gender-based barriers during their nursing education programs. The authors describe male nurses' experiences of these barriers in Ireland and the United States. Mechanisms to recruit and retain male nurses are also discussed.

Gender-based barriers for male students in nursing education programs: prevalence and perceived importance.

To meet the recent call to increase the number of nurses by recruiting men, nursing education programs will need to reduce gender-based barriers. No study found has adequately quantified the prevalence and perceived importance of barriers to men in nursing education programs. These barriers create an academic environment that is unfriendly to men.