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. GRC results, academic test scores, and indicators of program success were analyzed to explore GRC patterns over time and the influence of GRC on academic and program outcomes.
Results: GRC did not significantly influence most measures of academic success, program completion, or NCLEX-RN results.
Conclusion: GRC does not appear to influence academic or program success; however, additional research is needed. .
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| http://dx.doi.org/10.3928/01484834-20221109-07 | DOI Listing |
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