Olgay Sevim Şen, Kırık Begüm, Uğur Esra, Özkan Hediye Arslan
Faculty of Health Sciences, Department of Nursing, Acıbadem University, Kerem Aydınlar Kampüsü Kayışdağı Cad. 32 Atasehir, Istanbul, 34752, Turkey.
Faculty of Health Sciences, Department of Nursing, Yeditepe University, Istanbul, Turkey.
BMC Nurs. 2025 Jul 29;24(1):984. doi: 10.1186/s12912-025-03648-y.
Nursing has historically been perceived as a female-dominated profession due to deeply rooted gender norms. Although legal and social advancements have promoted gender equality, male nurses remain underrepresented worldwide. Gender-related stereotypes continue to shape nursing education and practice by influencing the roles, expectations, and opportunities for both male and female nurses. This study aimed to explore how gender norms impact the experiences of nursing students and educators in Türkiye.
A qualitative descriptive design was employed, using semi-structured individual interviews with 14 nursing students and 15 educators. Participants were recruited from diverse academic and clinical settings through purposive sampling. Thematic analysis was used to identify patterns and key insights from the data.
Three main themes with eight subthemes emerged: (1) The Impact of Gender on Professional Identity Perception, (2) Gender-based Experiences in Educational and Clinical Settings, and (3) The Role of Gender in Professional Socialization. The findings revealed that gender norms significantly influenced perceptions, experiences, and interactions within both educational and clinical contexts.
Participants described how gender influenced their perceptions, experiences, and professional socialization. Many reported that gender-based stereotypes and biases affected educational and clinical practices, posing challenges to equal participation. Targeted strategies, including curriculum reforms, gender-sensitive mentorship programs, and institutional policies, are essential for creating a more inclusive and equitable nursing education and practice environment in Türkiye.
由于根深蒂固的性别规范，护理行业在历史上一直被视为女性主导的职业。尽管法律和社会的进步推动了性别平等，但男护士在全球范围内的代表性仍然不足。与性别相关的刻板印象继续通过影响男护士和女护士的角色、期望和机会来塑造护理教育和实践。本研究旨在探讨性别规范如何影响土耳其护理专业学生和教育工作者的经历。
采用定性描述性设计，对14名护理专业学生和15名教育工作者进行半结构化个人访谈。通过目的抽样从不同的学术和临床环境中招募参与者。采用主题分析法从数据中识别模式和关键见解。
出现了三个主要主题和八个子主题：（1）性别对职业身份认知的影响，（2）教育和临床环境中的性别经历，（3）性别在职业社会化中的作用。研究结果表明，性别规范对教育和临床环境中的认知、经历和互动产生了重大影响。
参与者描述了性别如何影响他们的认知、经历和职业社会化。许多人报告说，基于性别的刻板印象和偏见影响了教育和临床实践，对平等参与构成了挑战。有针对性的策略，包括课程改革、对性别问题有敏感认识的指导计划和机构政策，对于在土耳其创造一个更具包容性和公平性的护理教育和实践环境至关重要。
