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

• Published in: The Journal of nursing education Vol. 62; no. 1; pp. 42 - 46
• Main Authors: Kellett, Peter, O'Lynn, Chad Ellis, Herakova, Liliana L, O'Connor, Tom
• Format: Journal Article
• Language: English
• Published: United States Slack, Inc 01.01.2023; SLACK INCORPORATED
• Subjects: Academic achievement; Career Development; College campuses; College dropouts; Data Analysis; Data collection; Demographic aspects; Education, Nursing, Baccalaureate; Educational Measurement; Forecasts and trends; Gender; Gender Role; Grade Point Average; Humans; Job satisfaction; Licensure, Nursing; Male; Males; Men nurses; Nurses; Nursing education; Nursing Students; Patriarchy; School Holding Power; Sex role; Sex roles; Student retention; Students; Students, Nursing; Success; United States; United States; United States > US
• ISSN: 0148-4834; 1938-2421
• DOI: 10.3928/01484834-20221109-07

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. Men in a large nursing program ( = 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. GRC did not significantly influence most measures of academic success, program completion, or NCLEX-RN results. GRC does not appear to influence academic or program success; however, additional research is needed. .