1. Gender Role Conflict and Male Nursing Students' Academic and Program Success.
- Author
-
Kellett, Peter, O'Lynn, Chad Ellis, Herakova, Liliana L., and O'Connor, Tom
- Subjects
GENDER role ,RESEARCH ,NATIONAL competency-based educational tests ,KRUSKAL-Wallis Test ,RESEARCH evaluation ,ANALYSIS of variance ,MALE nurses ,RESEARCH methodology ,NATIONAL Council Licensure Examination for Registered Nurses ,QUANTITATIVE research ,ACADEMIC achievement ,NURSING education ,SCHOOL holding power ,PEARSON correlation (Statistics) ,NURSES ,EMPLOYEES' workload ,CLINICAL competence ,DESCRIPTIVE statistics ,ROLE conflict ,NURSING students ,STUDENT attitudes ,STATISTICAL correlation ,DATA analysis software ,FRIEDMAN test (Statistics) ,SUCCESS ,EMPLOYEE retention ,EMAIL - Abstract
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 (n = 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. [J Nurs Educ. 2023;62(1):42–46.] [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF