Learning to Care: Gender Issues for Male Nursing Students
Abstract
The following article is a description of one aspect of a phenomenological research study designed to investigate the lived experience of male nursing students as they learned to care as nurses. Data-collection strategies included paradigm case narratives and interviews. Data analysis was characterized by four major strategies: analysis, synthesis, criticism, and understanding. These strategies were used to identify meanings of the text of transcribed interviews and to generate interpretive commentary. Learning to care was described by the participants as a complex entity that incorporates the gender of the student, the patient, the teacher, and the nurse. As students progressed through the program, their experience of gender issues in learning to care was shaped by personal experiences, the expectations of a predominantly female faculty and nursing staff, and their evolving understanding of the ways of caring that are gender-based.Downloads
Published
1996-04-13
Issue
Section
Articles
License
Articles in this journal are made available under a Creative Commons Attribution License. Copyright has been assigned to the McGill Library and Archives. Authors retain all moral rights in their original work.