Faculty experiences with rapid integration of male nursing students within a patriarchal societal context

Abstract

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 55 years 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. (C) 2015 Elsevier Ltd. All rights reserved.