Date of Completion

2025

Document Type

Thesis

Degree Name

Bachelor of Science in Nursing

Keywords

gender norms, educational environment, clinical experiences

Abstract

The purpose of this study was to describe the clinical experiences of male nursing students as they navigate traditional gender norms within their educational environment – in the clinical setting. The study utilized a qualitative research design to explore the clinical experiences of male nursing students. The researchers conducted one-on-one interviews with the participants to garner information about their specific experiences. Moreover, the researchers used bracketing to prevent biased data collection outcomes. With regard to the sampling method, the researchers applied purposive sampling with the following criteria: (1) must be biologically male or male at birth, (2) identify as a male, (3) must be currently enrolled in a nursing program, (4) must be a 2nd year to 4th year nursing student studying in nursing schools within Cavite taking part in clinical rotations, and (5) has the ability to articulate and is willing to share their experiences and perspectives of clinical settings. To ensure the security of the data gathered, the researchers used manual transcription for the data analysis phase through the following steps: 1.) assigning a specific code for each participant, 2.) transcribing the audio to textual form, 3.) highlighting significant statements and coding line-by- line, 4.) grouping the data into broader themes, and 5.) analysis of the data. The study looked into the clinical experiences of male nursing students in a generally female- dominated setting. The first theme, "Entering the Nursing Field," revealed a wide range of motivations, including a passion for service and long-term career objectives, all of which were opposed by social gender norms. The second theme, "Challenges of Being a Male Nursing Student," focused on issues such as exclusion, restrictions, bias, and limited leadership opportunities. The third theme, "Adapting, Growing, and Overcoming," highlighted the participants’ proactive ways to resolve these problems. The fourth theme, "Upholding Commitment and Ethical Standards," focused on their commitment to patient care and professional accountability. The fifth theme, "Leveraging the Strengths of Male Nursing Students in Clinical Practice," revealed distinct male perspectives and skills that improved patient care. Finally, the sixth topic, "A Future Where Care Knows No Gender, "emphasized a shared desire for a gender-inclusive nursing profession where all contributions are recognized equally.

First Advisor

MONINA G. DIMAS, RN, MAN

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