Abstract
The purpose of this study was to describe the nursing classroom climate and the perceptions and experiences of traditional-age student nurses who are male as they relate to the nursing classroom. A qualitative research procedure in the form of a case study was used to answer the descriptive research questions: (a) What is the classroom climate for traditional-age students who are male? (b) If an inequitable or sex-biased classroom environment is found to exist for traditional-age student nurses who are male, what are the nursing faculty behaviors that contributed to this environment? (c) If an inequitable or sex-biased classroom environment is found to exist for traditional-age student nurses who are male, what are the student behaviors that contributed to this environment?
Sigma Membership
Non-member
Lead Author Affiliation
Ferris State University, Big Rapids, Michigan, USA
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Case Study/Series
Research Approach
Qualitative Research
Keywords:
Nursing Education, Gender Bias, Male Nurses
Advisor
Kristen Renn
Second Advisor
Reitu Mabokela
Degree
PhD
Degree Grantor
Michigan State University
Degree Year
2005
Recommended Citation
Bell-Scriber, Marietta J., "The nursing classroom climate: Cooler for traditional-age students who are male" (2022). Dissertations. 1252.
https://www.sigmarepository.org/dissertations/1252
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2022-11-28
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3189611; ProQuest document ID: 305458585. The author still retains copyright.