Gender debate as a challenge in nursing training

Abstract

Objectives: to understand the challenges of introducing gender debate in nursing training from undergraduate students’ perspective. Methods: a qualitative, exploratory-explanatory study. Data were collected through a semi-structured interview applied to 12 undergraduate nursing students at a public university in São Paulo. For data treatment and analysis, the Discourse of the Collective Subject was used in light of Boaventura de Sousa Santos’ knowledge production paradigm theoretical framework. Results: nursing education remains centered on the traditional scientific model, neglecting gender and strengthening stereotypes aimed at the feminization of the profession. Final Considerations: nursing training has a challenge of implementing actions that deepen the gender theme. Therefore, some strategies are suggested, such as improving professor training and appropriating emancipatory pedagogical practices; reviewing pedagogical political projects; curriculum theorization and restructuring; problematizing gender issues for nursing leadership.

Current Stereotypes Associated with Nursing and Nursing Professionals: An Integrative Review

“…These stereotypes are listed below: The respondents in Cottingham and colleagues' paper [42] defined nursing as a profession that has traditionally been carried out mainly by women. This coincides with the 66.8% male and 72.4% female nursing and midwifery professionals interviewed in Stanley and colleagues' study [49], echoing the results of numerous other studies [27,28,38].…”

“…Men's allegedly greater management and leadership skills are supported by multiple sources [28,29,45,49]. Some sources note that care and personnel management roles are earmarked for the minority of male nurses [28,29], who are considered and consider themselves as the elite of the profession [36].…”