| Title: | Nursing students’ views on men in nursing : a gender diversity challenge in the healthcare workforce |
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| Authors: | ID Prosen, Mirko (Author)
ID Čekada, Tamara (Author) |
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| Files: |  https://link.springer.com/article/10.1186/s12912-025-03521-y?utm_source=rct_congratemailt&utm_medium=email&utm_campaign=oa_20250702&utm_content=10.1186%2Fs12912-025-03521-y
https://doi.org/10.1186/s12912-025-03521-y
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| Language: | English |
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| Work type: | Unknown |
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| Typology: | 1.01 - Original Scientific Article |
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| Organization: | FVZ - Faculty of Health Sciences
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| Abstract: | Background Nursing remains a female-dominated profession, with men often facing societal stereotypes and professional challenges that limit their representation. Gender-based misconceptions about caregiving roles and masculinity influence the perception of men in nursing, posing barriers to inclusivity. This study explores nursing students’ perceptions of men in nursing, focusing on the prevalence of gender stereotypes, their potential impact on career decisions and the ethical implications of such misperceptions. Methods A descriptive cross-sectional survey was conducted on a convenience sample of 184 nursing students in Slovenia. Data were collected through an online questionnaire using the GEMINI (Gender Misconceptions of Men in Nursing) Scale. Internal consistency of the adapted scale was confirmed with a Cronbach’s alpha of 0.859. Results Findings reveal that while some gender stereotypes persist, most students hold neutral or positive attitudes toward men in nursing. The overall median GEMINI score was 33.00, significantly lower than the theoretical median of 51 (p < 0.001), indicating generally low levels of gender-based misconceptions. Postgraduate students reported lower misconceptions (Me = 30.50) compared to undergraduates (Me = 33.50). Male students had a slightly higher median score (34.50) than female students (33.00), suggesting they may hold slightly more stereotypical views. Challenges included societal biases, limited mentorship, and struggles with professional identity, particularly in clinical settings and specialties perceived as traditionally female-dominated. Students with family members in nursing reported a median of 33.50, compared to 33.00 among those without, suggesting a modest exposure effect, although not statistically significant. Conclusions Addressing gender-based misconceptions through education and public awareness is critical for fostering diversity and creating a more inclusive nursing workforce. Future efforts should focus on redefining nursing as a gender-neutral profession. Curricula should incorporate discussions about diversity, gender equity, and professional identity development, fostering inclusivity and reducing stereotypes early in students’ careers. Targeted mentorship programs, increased male representation in nursing leadership, and reframing nursing as a profession that values both technical expertise and emotional intelligence are essential strategies for breaking down persistent stereotypes and improving gender diversity in the field. |
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| Keywords: | gender diversity, nursing students, stereotypes |
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| Publication version: | Version of Record |
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| Publication date: | 01.01.2025 |
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| Year of publishing: | 2025 |
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| Number of pages: | 9 str. |
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| Numbering: | Vol. 24, art. 820 |
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| PID: | 20.500.12556/RUP-21405  |
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| UDC: | 616-083 |
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| ISSN on article: | 1472-6955 |
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| DOI: | 10.1186/s12912-025-03521-y |
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| COBISS.SI-ID: | 241176323 |
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| Publication date in RUP: | 02.07.2025 |
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| Views: | 819 |
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| Downloads: | 3 |
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