Authors
Li-Hung Lee, Cheng-I Yang
Published in
Hu li za zhi The journal of nursing. Volume 73. Issue 5.
Abstract
In Taiwan, the number of male nursing professionals has increased steadily over the years, with the continued preparation of male entrants through the nursing education system serving as an important foundation for this growth. Accordingly, the professional development and clinical learning experiences of male nursing students warrant attention from both nursing education and clinical practice. Nursing has long been regarded as a predominantly female profession. During their education, male nursing students may encounter a lack of male role models, traditional gender-role expectations, and rejection by patients or family members when providing intimate care. These experiences may affect their clinical learning, professional confidence, and professional identity as well as frame the gender-related differences and challenges faced as a nursing professional. As the number of male nursing students continues to grow, this article provides an overview of the current development of men in nursing, explores the gendered challenges male nursing students may encounter during clinical learning, examines their coping and adjustment strategies, and offers recommendations from several perspectives. These recommendations include strengthening students' professional competence and role positioning as well as the provision by nursing educators, clinical instructors, and clinical placement settings of role models, supportive relationships, and inclusive learning environments. This article was written to help male students interested in nursing or newly enrolled in nursing education anticipate potential difficulties in their learning journey and develop appropriate coping strategies. The findings may also serve as a reference for nursing educators, clinical instructors, and clinical placement settings in planning teaching activities, making clinical placements, and providing student guidance and support.
PMID:
42772906
Bibliographic data and abstract were imported from PubMed on 23 Sep 2026.
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