Employment intention and career planning of male nursing students in different levels of colleges and universities: A qualitative study.

AIM: To explore the employment intention and career planning of male nursing students at different levels of colleges and universities and provide references for formulating individualized training content. DESIGN: Phenomenological research method in qualitative research. METHODS: Using a phenomenological research method, 15 male nursing students from three levels of colleges and universities were interviewed in a one-to-half structure, and the data were analysed using NVivo12.0 software and the Colaizzi seven-step analysis method. RESULTS: Four themes and 10 sub-themes were extracted. The four themes included professional identity experience, nursing learning experience, career expectation and planning and educational needs. The 10 sub-themes included the negative effects of traditional impressions, the gradual establishment of professional identity, public health events promote professional identity, negative experiences in learning, positive growth from learning, varied career plans, career expectations and influencing factors, a reasonable schedule, diversity of content requirements and the positive effect of teaching teachers. CONCLUSIONS: Influenced by many factors, the employment intention and career planning of male nursing students at different higher education levels are varied. Schools and clinical practice units should strengthen the training of employment intention and career planning and make reasonable time adjustments to the training content. PUBLIC CONTRIBUTION: In total, 15 male interns accepted our interview request. We utilized their break time to conduct the interviews, resulting in significant contributions to the content of the article.

Self-esteem and professional identity among male nurses and male nursing students: mediating roles of perceived prejudice and psychological distress.

Introduction: There are not enough nurses around the world, and there are even fewer male nurses. It has not been easy for men to become nurses because of stereotypes about the roles of men and women in the workplace, which lead to prejudice and discrimination. This study explored how the self-esteem of male nurses and male nursing students affects their professional identity in an environment where stereotypes and social prejudice exist. This study also examined the differences of relevant variables in different sociodemographic characteristics of the research subjects in a Chinese social context. Methods: By purposive and snowball sampling, 464 male nurses and male nursing students were surveyed through questionnaires from November 2021 to January 2022. Data analysis was performed using SPSS 25.0 and PROCESS Macro 3.3. Results: Self-esteem could indirectly affect professional identity through perceived prejudice and psychological distress. Nonetheless, self-esteem still had a significant direct effect on professional identity. The total mediating effect accounted for 32.816% of the total effect, and the direct effect accounted for 67.184% of the total effect. Also of note was that 81.7% of participants reported experiencing psychological distress. Discussion: To improve the professional identity of male nurses and male nursing students, nursing educators and administrators should do the following: protect and improve their self-esteem; take steps to reduce social prejudice against them; value their mental health and alleviate their psychological distress.

Evaluation of career planning group counseling and its effectiveness for intern male nursing students.

OBJECTIVE: To investigate the influence of group counselling on the career planning and career maturity of male nursing students. METHOD: Sixty male nursing students were randomly selected from a specific-level first-class hospital in Hunan Province from July to August 2020 by using the convenience sampling method and were subsequently divided into the control group and the experimental group using the random number table method. The control group received routine pre-job training, including aspects concerning the hospital profile, nurse etiquette, nursing core systems, professional ethics, nursing emergency treatment and career prospects and planning. In the experimental group, career planning group counselling was added after the regular pre-service training (once a week) with each session lasting 2 h for a total of six training sessions. At six weeks and three months after the intervention, the career status evaluation scale and the college students' career maturity scale were used to compare the career planning and career maturity status of the two groups of male nursing students. RESULTS: After six weeks and three months of intervention, all the dimensions and total scores of both the career status evaluation scale and the career maturity scale in the experimental group were superior to those in the control group with statistically significant differences (all P < 0.05). The repeated measures of variance analysis indicated that the differences in the total score for career planning and the four dimensions in terms of intergroup effect, time effect and interaction effect between the two groups were statistically significant (P < 0.05). The intergroup effect, time effect and interaction effect of the total score for vocational maturity, career goal, career confidence, career value, career freedom and career reference of the two groups were statistically significant (P < 0.05), while the time effect of the relative dependency dimension was also statistically significant (P < 0.05). CONCLUSION: Group counselling can significantly improve the career planning and career maturity status of male nursing students and has a certain long-term effect.

Male nursing students' experiences during prelicensure education: An integrative review.

BACKGROUND: Males represent less than 10 % of the global nursing workforce. To increase the recruitment and representation of male nurses, their experiences in prelicensure nursing education must be understood. OBJECTIVES: The purpose of this integrative review was to explore literature related to male nursing students' experiences during prelicensure education. DESIGN: An integrative review of the literature was conducted using Whittemore and Knafl's methodology. DATA SOURCES: Database searches of CINAHL, PubMed, ERIC, Emcare, and Scopus were conducted. REVIEW METHODS: Database searches identified 237 articles for initial review. Titles, abstracts, and full-text articles were screened for relevance. Quality appraisal was evaluated using the Mixed Methods Appraisal Tool Version 2018. Data analysis was conducted using Conventional Content Analysis. RESULTS: Twenty-two articles (19 qualitative, two quantitative, and one mixed-methods) were included in this review. The existing literature suggests that male nursing students have generally negative experiences during their prelicensure education due to external reactions from family, friends, peers, and healthcare providers to their choice of nursing as a profession; lack of male role models; extensive assistance with physical tasks in the clinical setting; exclusion in obstetrics clinical experiences; and female-gendered descriptions of nurses within the educational environment. Fostering new relationships was identified as a positive experience during prelicensure education. CONCLUSIONS: Generally, male nursing students have negative experiences during their prelicensure education, with limited positive experiences. As such, nurse educators should implement strategies, such as avoiding gendered references when referring to the nurse, offering male mentorship when possible, and providing comparable clinical assignments to students regardless of gender, to improve male nursing students' experiences in prelicensure education and, consequently, increase the recruitment and retention of men into the nursing profession. Future research is needed to more comprehensively understand male nursing students' experiences during prelicensure education and the impact of teaching strategies on their experiences.

Professional Identity Scale for Male Nursing Students Using the Rasch Model and Latent Regression on Gender and Background Variables.

This study developed a professional identity (PI) scale and compared the scores of male and female nursing students. Few studies have focused on male nursing students to understand their PI vis-à-vis related background variables relative to female ones. We recruited 384 male nursing students in Taiwan to construct the PI scale based on the Rasch model with 12 items and 3 factors, namely cognitive, emotional, and behavioural identity. The PI scale showed a good model fit in confirmatory factor analysis, with factor loadings ranging from 0.56 to 0.73. Cronbach's alpha coefficients ranged from 0.72 to 0.79 for the three subscales and 0.88 for the entire scale. The results of the multiple latent regression analyses showed that male nursing students had higher PI in the total scale and its three factors than did female ones. Having mothers with medical or nursing-related jobs may help promote the cognitive PI of male nursing students. Experiences of caring for family members can help promote PI among female nursing students but not among male ones. Future research should focus on decreasing loss in behavioural PI for both genders after graduation and on reinforcing the association between behavioural PI and interest in nursing among male nursing students.

Listening to the minority: A qualitative study exploring male students' perceptions of the nursing profession and reasons for choosing nursing as a career.

INTRODUCTION: Nursing is a rapidly growing profession that has traditionally been dominated by women. Research has highlighted various challenges associated with increasing the number of male nurses, such as cultural challenges and stigma related to nursing. The United Arab Emirates (UAE) has experienced an increase in male students enrolling in nursing programs. To ensure this is sustainable, it is important to understand how male students perceive nursing and clarify factors that influence their decision to choose nursing as a career. OBJECTIVES: To explore male nursing students' perspectives of the nursing profession and understand why they chose nursing as a career. METHODS: Participants in this qualitative analysis were 30 male students that were selected using purposive sampling. Semi-structured interviews were used to collect data about participants' experiences. We used a qualitative content analysis to guide the data analysis. RESULTS: Three main themes were identified that described male students' perspectives of and reasons for choosing nursing: (1) perceptions of nurses and nursing profession; (2) individuals as facilitators or role models in choosing the nursing profession; and (3) barriers to choosing the nursing profession. DISCUSSION AND CONCLUSION: Our results regarding barriers and facilitators for male students in choosing to study nursing may be useful to help improve the recruitment of and learning opportunities for male nursing students. Highlighting the male presence in the nursing profession and positive male role models may encourage males to enter the profession. Therefore, understanding the experiences of male nursing students in choosing nursing as a career has important implications for nursing practice and education.

Emotional Intelligence Scale for Male Nursing Students and Its Latent Regression on Gender and Background Variables.

This study aimed to develop an emotional intelligence (EI) scale for male nursing students and investigate its associations with gender, age, religious beliefs, and father's and mother's education level. We recruited 384 male nursing students in Taiwan to construct an EI scale comprising 16 items with four factors: recognizing the emotions of others, emotional self-awareness, self-emotional expression, and self-emotional management. The scale had factor loadings of 0.64-0.80. The reliability coefficients for the subscales ranged from 0.80 to 0.84, while that for the total scale was 0.93. We also recruited 402 female nursing students for comparison. Latent multiple regression of the EI factors showed that male students had higher self-emotional expression but lower self-emotional management than females. Age was negatively associated with self-emotional management for both genders. Religious beliefs were negatively associated with emotional self-awareness in male students, and with recognizing the emotions of others in females. Father's and mother's education had no association with EI in male students; however, father's education was positively associated with all EI factors in females, and mother's education was negatively associated with recognizing the emotions of others and self-emotional expression. These results provide insight into male nursing students' EI and the background variables influencing EI.

Development of the Psychological Capital Scale for Male Nursing Students in Taiwan and Testing Its Measurement Invariance between Genders.

The aims of this study were to develop a psychological capital (PsyCap) scale for male nursing students and to compare the scores with those of female nursing students. Few past studies have focused on male nursing students to understand their PsyCap relative to female nursing students. We recruited 384 male nursing students in Taiwan to construct the PsyCap Scale with 16 items and four factors based on the relevant literature: hope, optimism, resiliency, and self-efficacy. The scale showed good model fit in confirmatory factor analysis with factor loadings from 0.62 to 0.78. Cronbach's alpha coefficients ranged from 0.75 to 0.83 for the four subscales and 0.91 for the total scale. We also conducted measurement invariance tests with data from 402 female nursing student volunteers in Taiwan. The invariance of factor loadings and intercepts of the established scale (i.e., with the same unit and origin between genders) indicated that the male nursing students had higher PsyCap in optimism and resiliency than the females. We developed a 16-item-scale to make administration rapid and convenient and applied advanced statistical methods for reliable and valid comparisons between sexes. The results may help the government to create education programmes or policies supporting male nursing students.

A bibliometric analysis of the status quo of research on professional identity of male nursing students in China / 中国实用护理杂志

Objective:Based on the bibliometric analysis method, review the relevant literature published in 2007-2019, analyze the status and development trend of the professional identity research of male nursing students in China, with a view to fostering the professional identity of male nursing students in my country and related research and career development in the future for reference.Methods:The relevant literature on male nursing students′ professional identity research in our country in domestic and foreign databases including Wanfang Data, China National Knowledge Infrastructure, VIP Database, Web of Science and PubMed from the establishment of database to December 31, 2019 were retrieved using bibliometric methods, respectively, and the annual distribution, journal source, author and institution distribution, and research type statistically were analyzed.Results:A total of 66 articles were included, which were published in 43 journals. Among them, "Health Vocational Education" had the largest number of articles (9.52% (6/63). Since the publication of the first article in 2007, the research on male nursing students′ professional identity had gradually increased in the past 13 years. The average annual publication volume was 5.08 ± 3.31, and the ratio of detected documents rose from 3.0%(2/66) in 2007 to 19.7%(13/66) in 2019; the province with the largest number of publications was Guangdong 12.12%(8/66); most of the research types were cross-sectional studies. There were few cohort studies or intervention studies.Conclusions:With the development of the nursing profession, the cultivation of professional identity of nursing students has more important significance for the stable development of the industry. Domestic scholars have gradually increased the professional identity research of male nursing students, but overall, the research strength was scattered and the research content was single. The research area is relatively narrow. It is recommended to increase relevant research to provide scientific basis for the training of male nursing talents in my country.

Exploring the Gender-Related Perceptions of Male Nursing Students in Clinical Placement in the Asian Context: A Qualitative Study.

The lack of gender diversity in the nursing profession has long been recognized as a cause for concern. Female nurses in many practice settings across nations continue to outnumber their male counterparts. Male nursing students may have perceived differences in the way they are treated in clinical practice; however, limited studies have been conducted to determine the unique perspectives of these students in terms of gender bias in their clinical learning. To address this knowledge gap, this study employed a qualitative descriptive approach to explore the experiences of male nursing students in clinical learning in an Asian context. Specifically, we examined the insights emerging from the thoughts and feelings of male nursing students from interactions with their clinical mentors, patients, and peers in their encounters during their clinical placement. From November 2019 to July 2020, data were collected through semi-structured interviews from 22 male participants aged 21-30 years (mean age: 22.7), enrolled in a prelicensure Bachelor of Nursing (honors) program in Hong Kong. Four themes emerged after a qualitative content analysis: (1) while the School of Nursing welcomes men, clinical settings are another story due to pragmatic considerations; (2) you are welcomed because you may be seen as a helper with greater physical strength; (3) male nursing students feel alienated in the obstetrics and gynecology practicum; (4) more male role models are desired in the clinical setting. Our findings indicate the need to promote gender awareness among faculty and clinical mentors, understand the factors hindering and facilitating the clinical practicum for male nursing students, improve the male nursing experience during the maternity practicum, and ensure access to more male role models to boost role socialization and learning.

Does the nursing curriculum influence feelings of gender-role conflict in a cohort of nursing degree male students?

It is estimated that more than 9% of the global nursing workforce is male and that this share will gradually rise over the next decade. Although there are some positive aspects of having a male nursing workforce, men in the profession still experience discriminatory behaviours and practices. Fortunately, this does not deter a number of men entering undergraduate degree programmes. The aim of this study was to understand the experiences of 14 male nursing students in their first year of the adult Bachelor of Nursing programme. Using the Inventory of Male Friendliness in Nursing Programs and the Gender Role Conflict Scale, this study found that the male students felt welcomed, supported and included into the nursing programme. In addition, they felt no overall gender-role conflict, although feelings of success and achievement caused some challenges. The results of this study suggest that the male students did not necessarily experience those inequitable behaviours and practices reported in the literature. It has been suggested that perhaps the reality of clinical practice may change the perception of nursing for male students. Therefore, implications for further research could include a longitudinal study to ascertain where the perceptions of the nursing programme change for the male nursing students over time.

Role model education in improving professional identity and positive psychological capital for male nursing students: a pre- and post-intervention study / 中国实用护理杂志

Objective:To develop a role model education intervention model for male nursing students, and to explore the effect of role model education on male nursing students′ professional identity and positive psychological capital.Methods:A total of 60 male nursing freshmen were recruited and randomly assigned to the control group (n=30) and the experimental group (n=30) according to a 1:1 ratio. The control group only accepted the school′s routine teaching tasks and other campus activities. The experimental group received 6-week model education intervention on the basis of the control group once a week. Nursing students′ Professional Identity Questionnaire and Positive Psychological Capital Questionnaire were used for assessment at the time of enrollment and after intervention.Results:Male nursing students' professional identity (50.25±11.19) and positive psychological capital (114.68±29.08) were generally not high. After intervention, the scores of occupational self-concept, retention benefits and resignation risks, social persuasiveness and total score in the experimental group were 22.64±5.19,14.29±2.69,8.00±1.89,64.18±12.15, higher than those of the control group (20.07±3.16, 12.93±1.76, 6.86±1.24, 57.68±6.66), and the difference was statistically significant ( t value was 2.23-2.68, P<0.05). Conclusions:Role model education intervention has a good effect in promoting professional identity and positive psychological capital of male nursing students.

Perceptions of male students in a baccalaureate nursing program: A qualitative study.

Prominent nursing organizations globally have called for a concerted effort to increase diversity in nursing education. While the number of men in the nursing workforce in the United States has increased slowly over the past five decades, the proportion of men in the profession remains low in comparison to the U.S. population. In response to research indicating a less-than-optimal experience for male nursing students, faculty and students embarked on a collaborative effort to improve the experience of this student population. This paper explores the reasons that men choose to enter nursing as well as the lived experience of men in a baccalaureate prelicensure nursing program in the United States. The purpose of the study was to determine if progress had been made toward a shared goal of an improved experience for male students. Of the 19 male students who met the inclusion criteria, 13 students agreed to participate in the descriptive phenomenological study. Findings of this study indicate that previous interventions aimed at creating a more welcoming environment for male nursing students at the research site have been moderately successful. Clinically, it is evident that there is still more work left to be done, specifically regarding the maternal-newborn clinical experience.

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

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.

Experiences of Arab male nursing students during high fidelity maternity simulation training.

BACKGROUND: In Arab countries, many nursing schools rely heavily on simulation-based activities to provide experiential learning to male students with regard to maternal and child care; however, no study has been conducted to explore their experiences with such simulation training. AIM: To describe the experiences of male nursing students who were exposed to high-fidelity simulation training related to maternity and child care. METHODS: Husserl's approach to phenomenology guided this study, through the use of a structured interview with 15 Arab male nursing students. A thematic analysis technique served as a framework for the data analysis. FINDINGS: Thematic analysis revealed four essential themes: gained competency; compensation for missed clinical experience; overcoming of cultural or religious barriers; and challenges related to the use of simulation technologies. CONCLUSIONS: High-fidelity simulation can be a viable option to clinical training for enhancing Arab male nursing student competencies when providing maternal and child nursing care, which are often not available in the clinical area or are considered to be off limits due to cultural or religious reasons.

A Mixed Methods Review of Male Nursing Students' Challenges during Nursing Education and Strategies to Tackle these Challenges.

BACKGROUND: Calls to action have been placed for recruitment of more men to address nursing shortage and to achieve a better balance and diversity in workforce. Studies also indicated patients' demand for male nurses. Despite this, male nursing students experience challenges during their education resulting in their attrition. No reviews have explored this research area. This review explored the challenges of male nursing students during their education and identified strategies used to tackle these challenges. METHODS: Literature was searched within three databases using indexed search phrases and 1 mixed-methods, six quantitative, and 36 qualitative studies (n = 43), published from December 1990 to May 2018, were reviewed. The qualitative and quantitative data were separately extracted and analyzed using thematic synthesis and narrative summaries, and then compared using joint displays. FINDINGS: "Call me a nurse" and "Male nurses understand us better: Need more men in nursing" were the prominent themes. An array of educational and clinical challenges was identified. Students used appraisal-focused, problem-focused, and social support strategies to tackle these challenges. CONCLUSION: Considering the identified challenges, the lack of support and efforts from educators and institutions, we reiterate calls to action for strategic policies to help male nursing students adapt to educational and clinical learning environments and to increase their recruitment and retention in nursing.

Differences in Gender-related Profile Characteristics, Perceptions, and Outcomes of Accelerated Second Degree Nursing Students.

BACKGROUND: The New Careers in Nursing (NCIN) program provided scholarships and other supports to accelerated degree students at 130 nursing schools and collected data from the scholars at three time-points. PURPOSE: The NCIN database was analyzed to identify gender-based differences in scholars' profile characteristics, program experiences, and post-graduation outcomes. METHOD: An adaptation of Jeffreys's Nursing Universal Retention and Success Model guided the analysis. Gender differences were assessed after multiplicity adjustments for false positive rates. RESULTS: Differences based on gender were found for profile characteristics, student affective factors, academic factors, professional integration factors, environmental factors, as well as academic, psychological and NCIN program outcomes. Results suggest that males were influenced by economic factors more than females when choosing nursing as a career. They had fewer concerns about financial aspects associated with being a student again yet secured employment sooner after graduation than female scholars. They did not view support services as important as did female students. They expressed confidence in their leadership competence more than their female counterparts. CONCLUSION: Efforts are needed to better understand and address the nuanced gender-based perceptions and needs of nursing students who are male.

Male Nursing Students' Social Appearance Anxiety and Their Coping Attitudes.

This study aimed at examining social appearance anxiety levels of male nursing students and their coping attitudes and identifying the relationship between them. A cross-sectional research approach was adopted in a study population of 180; the sample comprised 129 students. Data were collected using a socio-demographic information form, the Social Appearance Anxiety Scale (SAAS), and the Assessment of Coping Attitudes Inventory (COPE). The average age of students was 20.54 ± 1.49 years. The male students' average score obtained from the SAAS measure was 32.64 ± 13.07, while that of the COPE Inventory was 138.11 ± 14.47. Significant correlations were detected between students' SAAS scores and COPE scale scores. There were negative relationships between social anxiety scores and COPE subscales of positive reinterpretation and growth ( p < .05), use of instrumental social support ( p < .05), active coping ( p ≤ .01), and planning ( p ≤ .01). In contrast, there were positive relationships between social anxiety scores and COPE subscales of mental disengagement ( p ≤ .01), denial ( p ≤ .01), behavioral disengagement ( p ≤ .01), restraint ( p ≤ .01), use of emotional social support ( p < .05), substance use ( p ≤ .01), and acceptance ( p < .05). The conclusion was that male students who do not perceive themselves as having an ideal body image face high social appearance anxiety. There is a prejudice that social appearance anxiety has negative effects on these students' self-confidence. In this context, this research revealed concrete results about how male nursing students have battled the prejudices that they have faced throughout their student life.

Educational experience of male students in a baccalaureate nursing program in China.

Hampered by culture norms and social values, the proportion of male nursing students in China is low. Their learning experience will add weight to culturally valid nursing education. This study explored Chinese male nursing students' educational experience in a baccalaureate nursing program. A qualitative approach was used, with a purposive sample of 14 participants. Data were collected through semi-structured interviews and analyzed for thematic content. Four theme clusters emerged from the findings: choosing nursing as a career, challenges to studying nursing by gender, dilemma to nursing profession and personal benefits of studying nursing. Most of the participants passively chose nursing major. The data provided evidence that Chinese culture hindered male engaged in nursing. Low admission scores of nursing in NCEE provide an opportunity to recruit male student. Positive aspects of gender neutral portrayal of nursing help to recruit more male nursing students.

Four-year diploma male students' experiences in a profession traditionally perceived as a female domain at a selected public college of nursing in Limpopo, South Africa.

BACKGROUND: Over the last 20 years, more men have been choosing to pursue a career in nursing. Despite this, men remain a minority in the nursing workforce around the world, including South Africa. Even though there is an increase in the number of male students entering the profession, male students remain a minority. Comparatively speaking, there is no balance between the number of female and male students taken in each intake. This is even reflected in the South African Nursing Council statistics. Nursing is traditionally perceived as a distinctly feminine career and the use of the terms 'angel in a white dress, sister or nurse' perpetuates this stereotype. This perception may deter some men from choosing a career in nursing and presents challenges for others who are currently in the profession. OBJECTIVES: To explore and describe 4-year diploma male students' experiences in a profession traditionally perceived as a female domain. METHOD: This qualitative study used an explorative and descriptive design. The population comprised African male students in their third and fourth years of study who were registered for the 4-year diploma course at a selected public college of nursing in Limpopo, South Africa. Participants were purposively sampled. Five focus group discussions were conducted, and each comprised six to eight participants. The data were analysed using the Tesch's open code method. RESULTS: Two themes emerged during data analysis: discrimination in the clinical setting and lack of role models and mentors. CONCLUSION: Unless these challenging experiences are attended to, discrimination on the basis of gender in the clinical settings and lack of mentors may deter some men from choosing and remaining in the nursing profession. The selected public college of nursing and the nursing services need to work towards creating a welcoming environment to all students regardless of gender because some participants indicated that the clinical environment is sometimes not welcoming to them as men.