A Mixed Methods Study of Ontario Male Nursing Students' Perceptions of Their Learning Experiences in Perinatal Health Nursing

Abstract

Background: Perinatal health nursing (PHN) which is a core component of undergraduate nursing education includes the theory and clinical practicum (laboratory, simulation, clinical placement) courses. The aim of this research study is to explore the perceptions of male nursing students’ learning experiences in regard to PHN at the University of Ottawa. Methodology: This mixed methods research was completed using the Convergent Parallel Mixed Methods Research Design. The data were collected from nine participants through an online questionnaire and an in-depth qualitative interview guide. Results: The theory and clinical practicum courses in PHN were overall positive learning experiences for the male nursing students, yet there is still room for improvement. Their comfort level with the clinical placement was statistically significant (before and after the clinical placement). The participants identified five facilitators: the clinical instructor, nursing staff, patients and their family members, the two male nurses working in PHN, and the comradery of other students. Three barriers were identified by them: the nursing staff in the hospital settings, the female patients, and specific situations deemed as ‘awkward’. Gender did have an impact on the participants’ PHN learning experiences, however, the positive support of the clinical instructors did facilitate this. Discussion: The male nursing student’ PHN learning experiences can be divided into positive and negative ones. This study’s findings are consistent with those of previous studies, however, this is the first study to assess both the PHN theory and clinical practicum courses in Ontario. Although Andragogy was used as the theoretical framework, it did have its limitations. The Andragogy in Practice Model was introduced to expand Andragogy into practice. Conclusion: Gender bias and fear of rejection crosses all three levels of the contributing factors (individual, institutional and societal). Recommendations include continuing to raise awareness of how gender normative behaviour and social standards impact the PHN learning experiences of male nursing students, and integrating a confidence building workshop in the PHN courses.