The working experiences of male nurses in China: Implications for male nurse recruitment and retention

Zhang, Hong; Tu, Jiong

doi:10.1111/jonm.12950

Cited by 65 publications

(112 citation statements)

References 21 publications

(35 reference statements)

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“…The very nature of nursing job and gender stereotypes, including heavy workload, irregular working hours, and bias from patients and the general public, are the primary factors negatively influencing male nurses' professional identity, which was in line with prior studies (Wang & Yu, 2019;Zhang et al, 2019;Zheng, 2018;Zhou, 2015). Nurses were seriously lacking in China and generally had heavy workloads (Zhang and Tu, 2020). Junior nurses in this study reported that they worked more night shifts, and experienced great stress from work, study, and life.…”

Section: Family Factors Are Less Important Practical Concerns Over Jmentioning

confidence: 70%

Professional Identity of Male Nursing Students in 3-Year Colleges and Junior Male Nurses in China

Chen

Zhang

Jin³

2020

Am J Mens Health

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Purpose: To investigate the changing tendency and influencing factors of the professional identity of male nursing students in 3-year colleges and junior male nurses in China. Background: In China, the majority of nurses are 3-year nursing college graduates, among which male nurses are underrepresented. Many male nurses leave the profession 3 or 4 years after graduation. Little is known about the professional identity of Chinese male nursing students in 3-year colleges and junior male nurses. Methods: This study included 237 male nursing students from a 3-year college and 33 junior male nurses with less than 3 years of experience in China. By using the data collected with the Professional Identity Questionnaire of Nursing Students and through in-depth semistructured interviews from November 2019 to April 2020, t-test, and ANOVA analysis in SPSS22.0 were conducted and thematic analysis was applied to interviews. Results: Compared with undergraduate nursing students, Chinese male nursing students in 3-year colleges had a better professional identity, displaying a declining tendency with grades. Junior male nurses reported the lowest professional identity. Demographic factors such as family residence and presence of relatives in medical service were positively related to professional identity. Low professional identity was related to heavy workload as well as gender stereotypes. Two unique contextual factors influenced the professional identity: (a) curriculum setting and (b) nurse exams. Conclusion: College education and initial working experience were critical to professional identity formation for male nurses. Appropriate measures need to be taken to improve professional identity and promote gender diversity.

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Section: Family Factors Are Less Important Practical Concerns Over Jmentioning

confidence: 70%

Professional Identity of Male Nursing Students in 3-Year Colleges and Junior Male Nurses in China

Chen

Zhang

Jin³

2020

Am J Mens Health

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“…Hal ini karena adanya konsep gender yang masih melekat di masyarakat tentang profesi keperawatan sebagai pekerjaan yang cocok untuk perempuan. 22,23 Berdasarkan frekuensi penggunaan, mayoritas mahasiswa profesi ners PSIK FK-KMK UGM (82,11%) terbilang kadang -kadang (2 -3x/minggu) dalam mengakses e-learning. Hanya beberapa mahasiswa saja (2,11%) yang mengakses e-learning Made Satya Nugraha Gautama, Sugiarsih, Totok Harjanto.…”

Section: Demografiunclassified

Clinical Nursing Students’ Self Confidence During E-Learning Implementation

Gautama

Sugiarsih

Harjanto

2020

JPKI

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Background: E-learning as a learning method with a flexible and interactive pedagogical approach has a positive impact on the value of self-confidence of nursing students. School of Nursing, Faculty of Medicine Public Health and Nursing Universitas Gadjah Mada (FMPHN UGM) develop e-learning for nursing students in clinical practice learning which requires an evaluation to e-learning implementation by describing the self-confidence of the nursing student after use e-learning. The purpose of this study was to describe self-confidence (SC) of the clinical nursing students based on 3 selfconfidence’s components that consist of cognitive, affective, and psychomotor.Methods: A Descriptive study with a cross-sectional design toward 95 clinical nursing students in the stage of nursing management and basic nursing practice in September 2018 period at the School of Nursing FMPHN UGM. Data analysis used the univariate analysis with descriptive statistic test to describe respondent characteristic and variable. Student Satisfaction and Self-Confidence in Learning Instrument by National League for Nursing (NLN) in 2005 was used in this study. The instrument was through cultural adaptation and modification first.Results: The self-confidence of nursing students as e-learning evaluation found that the majority of respondents (90,5%) had high levels of self-confidence. Components of self confidence, consist of cognitive, affective and psychomotor also showed that the majority of respondents were in the high category (84,2%; 88,4%; 66,3%).Conclusion: Clinical nursing students have high self-confidence after going through e-learning.

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“…According to the Spanish National Institute of Statistics [ 1 ], for the last 10 years, about 15% of Spain’s nurses have been men, and this proportion is increasing. Internationally, the figures range from 2% in China (2017) [ 2 ] and 7% in Canada (2016) [ 3 ] to 9.6% in the US (2018), 10.5% in Sweden (2016) [ 4 ], 11% in the United Kingdom (2017) [ 5 ], and 11.7% in Australia (2018) [ 6 ]. According to the World Health Organisation, in 2019 the proportion of male nurses was 14% in Europe and the Americas, 19% in Oceania, 21% in Asia and 35% in Africa [ 7 ].…”

Section: Introductionmentioning

confidence: 99%

“…This points out the necessity of analysing how male nurses manage the emotions linked to care and explore new non-hegemonic constructions of masculinity. Several researchers have investigated the figure of the male nurse, highlighting stereotypes and difficulties that male nurses find on the job [ 29 , 30 ] but also the advantages of incorporating men into care work [ 2 , 31 ]. Others have focused on the importance of emotion management in nursing in general [ 32 , 33 ].…”

Section: Introductionmentioning

confidence: 99%

Emotion management and stereotypes about emotions among male nurses: a qualitative study

et al. 2021

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Background Nursing requires a high load of emotional labour. The link between nursing, emotional labour and the female sex, complicates the figure of the male nurse, because masculinity is associated with physical or technical (rather than emotional) and moreover is defined in contrast to femininity. Our objective was to understand how emotion management is described by male nurses who work in the paediatrics department of a Spanish tertiary hospital. Methods Qualitative descriptive study. The participants were selected through intentional sampling in the paediatrics department of a Spanish tertiary hospital. We conducted semi-structured interviews until reaching data saturation. We carried out a content analysis, using Lincoln and Guba’s definition of scientific rigour. Results We identified two key themes in the data: 1) Stereotypes related to the emotional aspects of care: Participants took for granted some gender stereotypes while questioning others and defended alternative ways of managing emotions related to care. 2) Emotion management strategies: Participants described keeping an emotional distance, setting boundaries, relativising problems and using distraction and humour. Discussion Nursing care is conditioned by gender roles and stereotypes that present men as less capable than women of feeling and managing emotions. However, emotion management is necessary in nursing care—especially in paediatrics—and our participants reported using strategies for it. Although participants continued to interpret care in terms of traditional roles, they contradicted them in adapting to the emotional labour that their job requires. Conclusions New behaviours are emerging among male nurses, in which care and emotion management are not exclusively the purview of women. Our participants reproduced some gender stereotypes while disrupting others, and they tended to cling to the stereotypes that were favourable to them as male nurses. As we work towards a gender-neutral profession, these results represent a first step: male participants reported that they provide care and manage their emotions as well as (or better than) women. However, because they substantiated their claims by drawing on negative stereotypes of women, further progress must be made.

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The working experiences of male nurses in China: Implications for male nurse recruitment and retention

Cited by 65 publications

References 21 publications

Professional Identity of Male Nursing Students in 3-Year Colleges and Junior Male Nurses in China

Professional Identity of Male Nursing Students in 3-Year Colleges and Junior Male Nurses in China

Clinical Nursing Students’ Self Confidence During E-Learning Implementation

Emotion management and stereotypes about emotions among male nurses: a qualitative study

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