伊朗医科大学男护生对护理课程中性别障碍的认知
Male Nursing Students' Perception of Gender Barriers in Nursing Curricula in an Iranian University of Medical Sciences.
作者信息
Hosseini Fahimeh Alsadat, Parvan Kobra, Shaygan Maryam, Thomson Brian
机构信息
Shiraz University of Medical Sciences, Iran,
Tabriz University of Medical Sciences, Iran,
出版信息
Invest Educ Enferm. 2022 Mar;40(1). doi: 10.17533/udea.iee.v40n1e03.
OBJECTIVES
The present study aimed to determine male nursing students' perception of gender barriers in nursing curricula.
METHODS
This descriptive study was conducted on 150 B.Sc. and M.Sc. nursing students at Tabriz School of Nursing and Midwifery, Tabriz university of medical sciences, Tabriz, Iran that were selected through convenience sampling. The study data were collected using Inventory of Male Friendliness in Nursing Programs-Short (IMFNP-S). This scale has 17 items for investigating male nursing students' perception of gender barriers in nursing curricula. Each item is a 5-point Likert-type scale scored from 0 to 4; total scale score could range from 0 to 68, higher scores representing male nursing students' perception of less gender barriers in nursing curricula.
RESULTS
The total mean score of gender barriers was 35.11+6.15. The most important barriers included different requirements/limitations in obstetrics apprenticeship (Median=1), and need for proving oneself because of people's expectation of nurses to be female (Median=2). On the other hand, the least important barriers were lack of important people's support on one's career decisions (Median=3), and lack of opportunity to work with other male nurses (Median=3). The scale score was not associated with the socio-demographic characteristics studied.
CONCLUSIONS
The most male nursing students feel various gender issues in the nursing curriculum in a medium level that may negatively impact on their learning, professional performance and motivation and tendency to nursing. Furthermore, this vicious cycle can lead to lack of professional development, leaving the job and burnout. Thus, creating a gender-neutral environment can make nursing programs more male friendly.
目的
本研究旨在确定男性护理专业学生对护理课程中性别障碍的认知。
方法
本描述性研究对伊朗大不里士医科大学大不里士护理与助产学院的150名护理学学士和硕士学生进行，采用便利抽样法选取。研究数据通过护理项目男性友好度简表（IMFNP-S）收集。该量表有17个项目，用于调查男性护理专业学生对护理课程中性别障碍的认知。每个项目采用5点李克特量表，评分从0到4；量表总分范围为0到68，分数越高表明男性护理专业学生认为护理课程中的性别障碍越少。
结果
性别障碍的总平均分是35.11±6.15。最重要的障碍包括产科实习中的不同要求/限制（中位数=1），以及由于人们期望护士为女性而需要证明自己（中位数=2）。另一方面，最不重要的障碍是在职业决策上缺乏重要人物的支持（中位数=3），以及缺乏与其他男护士共事的机会（中位数=3）。量表得分与所研究的社会人口学特征无关。
结论
大多数男性护理专业学生在中等程度上感受到护理课程中的各种性别问题，这可能对他们的学习、专业表现、动力和对护理专业的倾向产生负面影响。此外，这种恶性循环可能导致职业发展受限、离职和职业倦怠。因此，营造一个性别中立的环境可以使护理项目对男性更友好。
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