The purpose of the study was to explore the lived experiences of male nursing students and recent graduates of nursing school as related to their attraction to the profession, recruitment into a nursing school, retention and persistence toward attainment of a baccalaureate nursing degree. The participants in the study included male baccalaureate nursing students who were engaged in their last year of nursing school, and male recent graduates who successfully completed their baccalaureate nursing degree within the last three years. The participants were between 24 to 46 years of age. The study employed a phenomenological design. A semi-structured interview protocol was developed to conduct one-to-one interviews with six male nursing students and recent graduates regarding participants' perceptions of their lived experiences within their nursing schools and the profession. By understanding factors that influence male students' attraction to the profession, recruitment into a nursing school, and retention and persistence of male baccalaureate nursing students toward successful attainment of a nursing degree, recommendations for best practices and structural improvements within institutions of higher education can be used to mediate the nursing shortage by creating equity and access for gender inclusion in the profession.

In contemporary American society, the nursing profession is predominantly made up of white women. Currently, males make up only 6.8 percent of the three million nursing professionals in the U.S. and they are considered gender minorities within the nursing profession and within nursing education. As gender minorities, male students are identified as experiencing nursing programs and the practice of nursing differently than their female counterparts. The purpose of this single instrumental, within site case study was to explore the learning environment for male nursing students and to investigate the nature of the interactions between nursing faculty and male undergraduate students in a Pacific Northwest medical university nursing program. Data was collected in the educational setting through observations, participant interviews, and document analysis. In addition, this study used Kanter's theoretical framework of tokenism to uncover if male nursing students were perceived as tokens in the educational environment. The findings showed that the faculty-student interactions were largely positive; they also revealed that having other males in the class was an instrumental factor in their positive perception of their educational experience. However, the male nursing students also identified areas of discomfort in the educational setting, specifically when practicing clinical skills with female peers, feeling pressured to volunteer and to expose skin during in-class demonstrations, and anticipating that they would be excluded from certain clinical situations. This research indicated that gender differences are present within nursing education and contributed to instances of discomfort for male students. Specific barriers occurred most often when men engaged with female peers and were in clinical settings. These findings provide new insight into when and where men begin to experience gender barriers in the educational environment and are pertinent to understanding the educational environment for men in nursing. Recommendations specifically geared towards assisting students in their first term are suggested for nursing faculty and administrators to ensure that the learning environment is welcoming for men. These recommendations include consciously placing males together in cohort groups and in clinical experiences, reducing instances of visibility and pressure on men in the clinical setting, building faculty awareness of perceived and real barriers for men in the educational setting, and providing faculty with tools to assess and address barriers that are present in the classroom environment.

Background: Perinatal health nursing (PHN) which is a core component of undergraduate nursing education includes the theory and clinical practicum (laboratory, simulation, clinical placement) courses. The aim of this research study is to explore the perceptions of male nursing students' learning experiences in regard to PHN at the University of Ottawa. Methodology: This mixed methods research was completed using the Convergent Parallel Mixed Methods Research Design. The data were collected from nine participants through an online questionnaire and an in-depth qualitative interview guide. Results: The theory and clinical practicum courses in PHN were overall positive learning experiences for the male nursing students, yet there is still room for improvement. Their comfort level with the clinical placement was statistically significant (before and after the clinical placement). The participants identified five facilitators: the clinical instructor, nursing staff, patients and their family members, the two male nurses working in PHN, and the comradery of other students. Three barriers were identified by them: the nursing staff in the hospital settings, the female patients, and specific situations deemed as 'awkward'. Gender did have an impact on the participants' PHN learning experiences, however, the positive support of the clinical instructors did facilitate this. Discussion: The male nursing student' PHN learning experiences can be divided into positive and negative ones. This study's findings are consistent with those of previous studies, however, this is the first study to assess both the PHN theory and clinical practicum courses in Ontario. Although Andragogy was used as the theoretical framework, it did have its limitations. The Andragogy in Practice Model was introduced to expand Andragogy into practice. Conclusion: Gender bias and fear of rejection crosses all three levels of the contributing factors (individual, institutional and societal). Recommendations include continuing to raise awareness of how gender normative behaviour and social standards impact the PHN learning experiences of male nursing students, and integrating a confidence building workshop in the PHN courses.

Now in its 25th-anniversary edition, Billings and Halstead’s Teaching in Nursing: A Guide for Faculty, 7th Edition prepares you for the day-to-day challenges of teaching future nurses for practice in today's rapidly evolving healthcare system. This comprehensive resource covers all four components of nursing education: teaching and learning, curriculum, evaluation, and technology-empowered learning. You’ll benefit from the expert guidance on such key issues as curriculum and test development, diverse learning styles, the redesign of healthcare systems, advances in technology and information, global health and curricular experiences, the flipped classroom, interprofessional education, and interprofessional collaborative practice. New to the 7th edition is a full-color design for improved learning and reference; increased use of illustrations, tables, and boxes to promote learning through enhanced usability; updated content throughout to reflect the latest trends in nursing education, including up-to-date content on the Next-Generation NCLEX® Exam; expanded use of high-quality case studies throughout the book; chapter-ending key points; new practice questions for nurse educator certification on a companion Evolve website; and much more! UNIQUE! Chapter on Global Health and Curricular Experiences focuses on internationalization of the nursing curriculum, with an emphasis on leading international learning experiences; policies, procedures, and guidelines for overseas study; and global and health competencies for health professions programs. Coverage of concept-based curricula includes strategies on how to approach and implement concept-based instruction. Pedagogical aids include Reflecting on the Evidence boxes, covering such issues as how to do evidence-based teaching; applications of evidence-based teaching; implications for faculty development, administration, and the institution; and how to use the open-ended application questions at the end of each chapter for faculty-guided discussion. Strategies to promote clinical judgment and active learning are incorporated throughout the text, highlighting various evaluation techniques, lesson planning insights, and tips for developing examinations. Guidance on teaching in diverse settings addresses such topics as the models of clinical teaching, teaching in interdisciplinary settings, how to evaluate students in the clinical setting, and how to adapt teaching for community-based practice. Strong emphasis on teaching clinical judgment, new models of clinical education, and responding to needs for creating inclusive multicultural teaching-learning environments.