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Males in nursing: Perceptions of th...

Wood, Terry L.

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Males in nursing: Perceptions of their educational experience.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Males in nursing: Perceptions of their educational experience./
Author:	Wood, Terry L.
Description:	169 p.
Notes:	Adviser: Charles Michael Stanton.
Contained By:	Dissertation Abstracts International65-11A.
Subject:	Education, Higher. -
Online resource:	http://140.128.148.244/ctccon1/3154283.pdf
ISBN:	9780496153503

Males in nursing: Perceptions of their educational experience.
Wood, Terry L.

Males in nursing: Perceptions of their educational experience. - 169 p.

Adviser: Charles Michael Stanton.

Thesis (Ph.D.)--Saint Louis University, 2004.

Social support was identified as a factor influencing retention. Social support was derived from faculty, college staff, peers, friends, family, and patients. Nurses also identified internal factors that led to retention in an educational program.

ISBN: 9780496153503Subjects--Topical Terms:

543175
Education, Higher.

Males in nursing: Perceptions of their educational experience.
LDR:03060nam 2200337 a 45 001 939721
005 20110517
008 110517s2004 ||||||||||||||||| ||eng d
020 $a 9780496153503
035 $a (UMI)AAI3154283
035 $a AAI3154283
040 $a UMI $c UMI
100 1 $a Wood, Terry L. $3 1263829
245 1 0 $a Males in nursing: Perceptions of their educational experience.
300 $a 169 p.
500 $a Adviser: Charles Michael Stanton.
500 $a Source: Dissertation Abstracts International, Volume: 65-11, Section: A, page: 4133.
502 $a Thesis (Ph.D.)--Saint Louis University, 2004.
520 $a Social support was identified as a factor influencing retention. Social support was derived from faculty, college staff, peers, friends, family, and patients. Nurses also identified internal factors that led to retention in an educational program.
520 $a The nurses in this study contributed to the overall knowledge base about men in nursing education. Implications for nursing research and nursing education were identified.
520 $a A phenomenological approach was selected to describe the perceptions of what it was like to be male and a student in a predominately-female educational program. The second and related purpose was to describe the nurses' perceptions of relationships with others and factors related to retention as they progressed through the educational program. The theoretic framework included the male nurse, male nursing student, role theory, social network and social support theory. The philosophical framework based on the phenomenology of Colaizzi was utilized for data analysis. Established guidelines for rigor in naturalistic inquiry were utilized to promote credibility and transferability.
520 $a Thirteen nurses were interviewed. Significant statements were identified and theme clusters, themes, and subthemes emerged. The following theme clusters were revealed: (a) choosing nursing, (b) living the experience, and (c) reaffirming the choice. Nurses identified pragmatic as well as humanistic reasons for choosing nursing. They identified obstacles to entering nursing.
520 $a In describing their experience, the nurses stated they felt special in that they were told they were needed in the nursing profession. Overall, they described their educational experience as positive. However, they also indicated in certain circumstances, such as in the obstetrical clinical rotation, they felt unwelcome. They also felt challenged to do more than the female students and overwhelmed by being in contact with a large number of females. They felt singled out and used for their physical strength on the clinical unit. Most participants stated they had gained new insights as a result of their educational experience.
590 $a School code: 0193.
650 4 $a Education, Higher. $3 543175
650 4 $a Health Sciences, Education. $3 1017921
650 4 $a Health Sciences, Nursing. $3 1017798
690 $a 0350
690 $a 0569
690 $a 0745
710 2 $a Saint Louis University. $3 1020558
773 0 $t Dissertation Abstracts International $g 65-11A.
790 $a 0193
790 1 0 $a Stanton, Charles Michael, $e advisor
791 $a Ph.D.
792 $a 2004
856 4 0 $u http://140.128.148.244/ctccon1/3154283.pdf