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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.].

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OBJECTIVE: The study objective was to identify nurses' perceptions of their impact while serving on boards. BACKGROUND: Nurse leaders serving as voting board members are key experts for board effectiveness and may be associated with stronger performing organizations. Extant research indicates that nurse leaders are qualified for board service; however, no research explores the impact of nurses on boards. METHODS: We conducted an exploratory qualitative study by interviewing 20 nurses serving on boards. Hermeneutic analysis of the data resulted in 1 overarching pattern and 7 traversing themes. RESULTS: Nurses who serve on boards reported leveraging expert knowledge of healthcare and caring wisdom to influence strategic thinking to meet stakeholder needs. CONCLUSION: Nurses promote effective board governance by ensuring that the perspectives and needs of all stakeholders are represented in board processes. We recommend health-related organization executives and board leaders appoint nurses as voting members of their governing boards.

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AIM: The purpose of this study was to understand nursing faculty's perceptions of meaningful recognition and how it contributes to a caring academic climate. BACKGROUND: A supportive, healthy work environment is critical in recruiting and retaining nursing faculty. Research on caring for faculty through meaningful recognition and the impact on the workplace climate is limited. METHOD: The study employed a parallel mixed-methods design in which quantitative and qualitative findings were integrated into synthesized conclusions. A total of 193 full-time faculty participated in the survey portion of the study; 15 full- and part-time faculty participated in video-conferenced focus groups. RESULTS: Results of this study demonstrated that meaningful recognition contributes to a caring workplace, motivates faculty work performance, and impacts faculty roles in positive ways. CONCLUSION: For recognition to be meaningful, it must be genuine, aligned with faculty's perceptions of performance, commensurate with level of effort, and relevant to individuals.

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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.

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BACKGROUND: Clinical practice frequently involves the practitioner touching patients' bodies in areas that are highly personal. If inappropriately performed, such intimate touch may result in much anxiety, confusion and misinterpretation. Examination of evidence is necessary to guide practice in this area to mitigate risks and foster optimal clinician-patient relations and care. OBJECTIVES: The objective of this qualitative systematic review was to identify and synthesize findings on the perceptions, experiences and preferences of patients receiving a clinician's touch during intimate care and procedures INCLUSION CRITERIA TYPES OF PARTICIPANTS: The current review considered studies that included patients who had received a clinician's touch during intimate care and procedures. PHENOMENA OF INTEREST: The current review considered qualitative studies that evaluated patients' perceptions, experiences and preferences of a clinician's touch during intimate care and procedures. TYPES OF STUDIES: The current review considered studies that collected qualitative data and included studies using designs such as phenomenology, grounded theory, ethnography, action research, qualitative description, focus group methodology and feminist research. In the absence of research studies, other text such as opinion papers and reports were considered. CONTEXT: The current review considered studies that included patients' perceptions, experiences and preferences of a clinician's touch during intimate care and procedures. Intimate care is likely to occur in any clinical setting where patients need assistance with personal care, where physical examinations occur, or in settings were gynecologic, genitourinary, lower intestinal, dermatologic, cardiac or other procedures involving highly personal areas of the body are performed. SEARCH STRATEGY: A three-step search strategy was used to find published and unpublished studies in English from 1970 to 2016, searching various databases which included searches of reference lists of studies selected for appraisal. METHODOLOGICAL QUALITY: Included studies were assessed for methodological quality independently by two reviewers using the Joanna Briggs Institute Qualitative Assessment and Review Instrument (JBI-QARI) prior to inclusion. Of the two studies included in the review, one did not discuss ontological and epistemological assumptions, and the other did not include the personal assumptions and role of the researcher. DATA EXTRACTION: Data were extracted using the data extraction tool from the JBI-QARI. The data extracted included details about the phenomenon of interest, populations and study methods. DATA SYNTHESIS: Qualitative findings were synthesized using JBI-QARI. RESULTS: Two studies were included in this review. Seven findings were organized into three categories and one synthesized finding, "clinician respect". The finding suggests that clients prefer engaged and meaningful communication prior to and during an intimate touch encounter, expect autonomy over their bodies and desire shared decision making relative to how and by whom intimate touch is provided. CONCLUSION: The synthesized finding from this review suggests that:More research is needed to explore the perceptions and preferences for intimate touch among diverse populations, generations, cultures and contexts. Particular exploration is needed for populations with additional vulnerabilities to misunderstandings, anxiety and abuse, such as pediatric and geriatric patients, and patients with physical, mental and cognitive impairments.

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REVIEW QUESTION/OBJECTIVE: What are the perceptions, experiences and preferences of patients receiving the clinician's touch during intimate care and procedures?

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BACKGROUND: In 2007, reforms by the Turkish government forced a rapid integration of male nursing students into previously all-female schools. The minimal amount of time for faculty preparation, little guidance from nursing leaders and the extant literature, and a societal context of patriarchy created unique challenges for faculty. OBJECTIVE: The purpose of this qualitative study was to explore and interpret the experiences of nursing faculty as they adapted to the sudden inclusion of men in schools of nursing. DESIGN: A qualitative descriptive study SETTINGS: Nine schools from six regions across Turkey PARTICIPANTS: 99 nursing faculty who were 22 to 55years of age, primarily female (97.8%), married (65.6%). METHODS: Focus groups were used to collect data. Data were analyzed using constant comparison and tripartite discussion. RESULTS: Analysis yielded three categories, seven themes, and seven subthemes describing variable experiences, perceptions, and adaptive strategies. CONCLUSIONS: The findings presented contradictions characterized by both optimism and concern following the rapid infusion of men into schools of nursing. Concerns primarily centered on the state of gender relations in a larger patriarchal society. The findings foster reflection and discourse as societies characterized by relatively rigid and traditional gender roles confront rapid cultural change and growing calls for diversity within nursing.

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Nurses are expected to touch areas of patients' bodies that are considered private and emotionally sensitive (intimate), yet little is known about how nursing students learn, rehearse, and incorporate appropriate touch strategies. Although touch education is important to all nurses, male students face additional challenges due to gender roles and negative stereotypes. The purpose of this quasi-experimental pilot study was to evaluate whether a 3-hour intimate touch instructional laboratory with subsequent clinical experience (intervention group) facilitated male students' development of intimate touch knowledge, skills, and attitudes, compared with having only clinical experience and no laboratory (control group). Findings revealed that intervention group participants were significantly more comfortable with cleansing genitalia, less apprehensive about touch being misperceived as sexual, reported less gender requirement rigidity, and scored significantly higher on measures associated with client dignity, comfort, and respect than control group participants in a simulated perineal hygiene demonstration.

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In order to improve the rigor and satisfaction of an adult health clinical experience in a long-term care setting and to increase student exposure to gerontological and long-term care nursing, the Portland Model Dedicated Education Unit (DEU) was adapted (DEU-LTC) to incorporate the team nursing model used in the facility. Quantitative findings suggest that beginning adult health students placed on the DEU-LTC performed equally to classmates placed on DEUs based in acute care hospitals on simulations, exams, and course grades. Long-term care staff found the adapted DEU model preferable to traditional clinical education models, and management observed increased staff professionalism following the launch of the DEU-LTC. Expansion of the DEU-LTC into other facilities is underway.

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OBJECTIVE: Although touch is essential to nursing practice, few studies have investigated patients' preferences for how nurses should perform tasks involving touch, especially intimate touch involving private and sometimes anxiety-provoking areas of patients' bodies. Some studies suggest that patients have more concerns about intimate touch from male than female nurses. This study sought to elicit the attitudes of laypersons on intimate touch provided by nurses in general and male nurses in particular. METHODS: A maximum-variation sample of 24 adults was selected and semistructured interviews were conducted in four focus groups. Interviews were recorded and transcribed; thematic analysis was performed. RESULTS: Four themes emerged from the interviews: "Communicate with me," "Give me choices," "Ask me about gender," and "Touch me professionally, not too fast and not too slow." Participants said they want to contribute to decisions about whether intimate touch is necessary, and when it is they want information from and rapport with their nurses. Participants varied in their responses to questions on the nurse's gender. They said they want a firm but not rough touch and for nurses to ensure their privacy. CONCLUSIONS: These findings suggest that nurses and other clinicians who provide intimate care should be more aware of patients' attitudes on touch. Further research on the patient's perspective is warranted.

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The purpose of this phenomenological study was to explore and document the motivational factors, supports, and barriers to choosing nursing and to explore the nursing and caring images of male nursing students. The unique context for this study was the merging of the community health officer and nursing curricula, which suddenly brought men enrolled in the former curricula with the all-female nursing student body. The study was carried out with 15 new Turkish male nursing students. Three categories and six themes become apparent. The "choosing" category was expressed in the themes of "guarantee of work" and "nursing: the lesser of two evils". The "difficulties" category was expressed in the main themes of "bothering" and "teasing and supporting". The "traditions" category was expressed in the themes of "male nurses: non-traditional", and "women's job". The study sheds light upon the gender-based challenges of socializing these male students into a formerly all-female profession.

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Evidence suggests that male nurses face gender-based barriers during their nursing education programs. The authors describe male nurses' experiences of these barriers in Ireland and the United States. Mechanisms to recruit and retain male nurses are also discussed.

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To meet the recent call to increase the number of nurses by recruiting men, nursing education programs will need to reduce gender-based barriers. No study found has adequately quantified the prevalence and perceived importance of barriers to men in nursing education programs. These barriers create an academic environment that is unfriendly to men. As such, I defined a new construct, "male friendliness," as a function of the presence and importance of these barriers. The aims of this study were to describe the prevalence and perceived importance of barriers and to develop a tool to measure male friendliness in nursing programs. A pilot tool addressing 33 barriers, which were obtained from the literature, my experience, and a panel of nurse educators, was mailed to 200 male nurses. The findings revealed that seven barriers were importantly different in prevalence between different subsamples of male nurses, and no barrier was rated unimportant by more than 20% of respondents. The similarities in findings between groups of male nurses, diverse in geography, school attendance, and graduation dates, suggest that the barriers men face in nursing school are pervasive, consistent, and have changed little over time. From the findings, the Inventory of Male Friendliness in Nursing Programs (IMFNP) was developed.

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