Gender Role Conflict and Male Nursing Students' Academic and Program Success.

BACKGROUND: Despite calls to increase the proportion of men in nursing, little change has occurred, and anecdotal accounts suggest poor retention of men in nursing programs. This study explored the role that gender role conflict (GRC) may play in men's academic success. METHOD: Men in a large nursing program (n = 123) in the United States were surveyed to explore their GRC upon entry to their nursing program and then again 1 and 2 years later. GRC results, academic test scores, and indicators of program success were analyzed to explore GRC patterns over time and the influence of GRC on academic and program outcomes. RESULTS: GRC did not significantly influence most measures of academic success, program completion, or NCLEX-RN results. CONCLUSION: GRC does not appear to influence academic or program success; however, additional research is needed. [J Nurs Educ. 2023;62(1):42-46.].

Men's Decision-Making to Become Nurses: Gendered Influences and Fit With Gender Role Conflict Theory.

Patriarchy has been offered as the foundational paradigm for gendered issues in nursing; however, operationalization of this paradigm in order to improve nursing workforce gender diversity is challenging. The qualitative arm of the present study explored men's decision-making to become nurses within a larger gendered context. Findings were then assessed for fit with Gender Role Conflict Theory. Findings suggest that men undergo a process in which contrasting influences are considered. The findings' congruence with gender role conflict theoretical assumptions suggests suitable conceptual fit for male recruitment and retention actions and further research.