Abstract
The global shortage of nurses is a problem that has serious consequences. Recruitment of men into nursing has been seen as one possible solution to both diversify the profession, and fill the shortfall, but there are multiple barriers for males in nursing. These barriers are reported as they first contemplate a career in nursing, during nursing education, and as they transition into the profession. This results in decreased retention and success, with males leaving nursing in higher numbers than their female peers. Clinical instructors are described as an essential source of encouragement and support for nursing students, yet are also identified as one possible influence that deters men in nursing. This research study utilized a qualitative, descriptive, emergent design employing semi-structured one on one interviews with female adjunct clinical instructors. The participants were asked about their experiences, attitudes, and perceptions of teaching male pre-licensure nursing students in the Fundamentals clinical rotation. Roy's Adaptation Model served as the conceptual framework for the study. The emerging ideas and implications suggest areas of nursing education where change can be made to increase recruitment, retention and success for male nursing students, and facilitate their greater acceptance in the profession.
Sigma Membership
Chi Epsilon
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Descriptive/Correlational
Research Approach
Qualitative Research
Keywords:
Male Nursing Students, Clinical Instructor, Nursing Education, Barriers
Advisor
Robin Leger
Second Advisor
Rick Ochberg
Third Advisor
Sharon Milne
Degree
PhD
Degree Grantor
Endicott College
Degree Year
2020
Recommended Citation
Shilo, Amanda E., "Experiences, attitudes, and perceptions of female adjunct clinical instructors teaching male pre-licensure nursing students" (2021). Dissertations. 1289.
https://www.sigmarepository.org/dissertations/1289
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
2021-07-29
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 27997503; ProQuest document ID: 2465778448. The author still retains copyright.