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Men students' experiences in nursing...

Fister, Susan Grace.

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Men students' experiences in nursing education.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Men students' experiences in nursing education./
Author:	Fister, Susan Grace.
Description:	239 p.
Notes:	Director: Beth Goldstein.
Contained By:	Dissertation Abstracts International61-01B.
Subject:	Education, Higher. -
Online resource:	http://140.128.148.244/ctccon1/9957032.pdf
ISBN:	9780599600126

Men students' experiences in nursing education.
Fister, Susan Grace.

Men students' experiences in nursing education. - 239 p.

Director: Beth Goldstein.

Thesis (Ph.D.)--University of Kentucky, 1999.

Implications the findings have for nursing education include promoting nursing as a gender neutral profession and fostering gender equity in the classroom. Specific strategies that nursing faculty can implement are discussed.

ISBN: 9780599600126Subjects--Topical Terms:

543175
Education, Higher.

Men students' experiences in nursing education.
LDR:03163nam 2200361 a 45 001 939715
005 20110517
008 110517s1999 ||||||||||||||||| ||eng d
020 $a 9780599600126
035 $a (UMI)AAI9957032
035 $a AAI9957032
040 $a UMI $c UMI
100 1 $a Fister, Susan Grace. $3 1263823
245 1 0 $a Men students' experiences in nursing education.
300 $a 239 p.
500 $a Director: Beth Goldstein.
500 $a Source: Dissertation Abstracts International, Volume: 61-01, Section: B, page: 0191.
502 $a Thesis (Ph.D.)--University of Kentucky, 1999.
520 $a Implications the findings have for nursing education include promoting nursing as a gender neutral profession and fostering gender equity in the classroom. Specific strategies that nursing faculty can implement are discussed.
520 $a The dominant gender discourse in our culture is problematic because of its dualistic, hierarchical nature. Men and women are assigned distinct, polarized traits which serve to establish their social positions and roles. This discourse privileges men over women. It also restricts individuals, full range of human expressions. Additionally, individuals who resist the dominant discourse are subject to subordination.
520 $a Men's entry into nursing, a women's profession, contradicts traditional understandings of work roles. This study examines how men came to view nursing as a viable career option and explored issues surrounding masculinity, the men's understanding of nursing, and their perceptions about their educational experiences.
520 $a Fifty-three men from three baccalaureate nursing programs were interviewed during focus group or individual interviews regarding their lived experiences as nursing students. Interview questions centered around three primary categories: career/program choice, gender/role issues, and teaching/learning preferences.
520 $a The men revealed varying factors which influenced their decision to pursue a nursing degree. Family members, friends and critical events in their lives allowed them to see beyond the feminine construction of nursing. Gender discussions were centered on the men's perceptions about masculinity. While the participants, understandings of masculinity were, in part, consistent with hegemonic meanings, their stories revealed that their understandings of themselves as men, and as human beings, are complex and vary depending on contextual influences.
520 $a The men experienced both favoritism and discrimination as a result of their decision to pursue a nursing career. For example, the classroom setting provided advantages consistent with male privilege in other educational settings. The discrimination the men encountered occurred primarily in the clinical setting and illustrated how stereotypic notions of gender are embedded in our discourse.
590 $a School code: 0102.
650 4 $a Education, Higher. $3 543175
650 4 $a Education, Sociology of. $3 626654
650 4 $a Health Sciences, Education. $3 1017921
650 4 $a Health Sciences, Nursing. $3 1017798
690 $a 0340
690 $a 0350
690 $a 0569
690 $a 0745
710 2 $a University of Kentucky. $3 1017485
773 0 $t Dissertation Abstracts International $g 61-01B.
790 $a 0102
790 1 0 $a Goldstein, Beth, $e advisor
791 $a Ph.D.
792 $a 1999
856 4 0 $u http://140.128.148.244/ctccon1/9957032.pdf