Belongingness of nursing students who identify as men

IF 1.7 Q2 NURSING Teaching and Learning in Nursing Pub Date : 2025-01-01 Epub Date: 2024-09-06 DOI:10.1016/j.teln.2024.08.005

Maura Lindenfeld PhD, CPNP-PC, RN

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Abstract

Background

Men are underrepresented in nursing programs and the nursing profession. Belongingness has been identified as a significant contributing factor to student success. In qualitative studies, men in nursing programs reported isolation, loneliness, and exclusion.

Aim

This research explored the belongingness of nursing students who identify as men and it's correlated with their intent to complete their nursing program.

Methods

This nonexperimental, quantitative correlational research used Levett-Jones and Lathlean' (2009) version of the Belongingness Scale-Clinical Placement Experience (BES-CPE) questionnaire and a single item from Evans' (2013) Undergraduate Nursing Intention Survey (UNIS). The survey was distributed electronically by the National Student Nurses Association.

Results

252 participants met all inclusion criteria. Spearman's rho, [r (252) = 0.12, p = 0.066] demonstrated a weak positive relationship between belongingness and student intent to complete their nursing program. The eta squared was 7689.85 ÷ 45779.85 = 0.17, representing a medium to large effect size.

Conclusions

Belongingness, esteem, connectedness, and efficacy of nursing students who identify as men were positively correlated with the students’ intent to complete their nursing program.

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男护生的归属感

男性在护理项目和护理专业中的代表性不足。归属感被认为是学生成功的一个重要因素。在定性研究中，参加护理项目的男性报告了孤立、孤独和排斥。目的探讨男性护生的归属感及其与完成护理专业的意向的关系。方法采用Levett-Jones和Lathlean（2009）版的归属感量表-临床实习经验（BES-CPE）问卷和Evans（2013）版的大学生护理意向调查（UNIS）问卷进行非实验、定量相关研究。该调查由全国学生护士协会以电子方式发布。结果252名受试者符合所有纳入标准。Spearman的rho， [r（252） = 0.12,p = 0.066]表明归属感与学生完成护理课程的意愿之间存在微弱的正相关关系。eta的平方为7689.85 ÷ 45779.85 = 0.17，表示中等到较大的效应量。结论男性护生的归属感、自尊感、连通性和效能感与护生完成护理课程的意愿呈显著正相关。

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来源期刊

Teaching and Learning in Nursing NURSING-

CiteScore

2.60

自引率

10.50%

发文量

119

审稿时长

37 days

期刊介绍： Teaching and Learning in Nursing is the Official Journal of the National Organization of Associate Degree Nursing. The journal is dedicated to the advancement of Associate Degree Nursing education and practice, and promotes collaboration in charting the future of health care education and delivery. Topics include: - Managing Different Learning Styles - New Faculty Mentoring - Legal Issues - Research - Legislative Issues - Instructional Design Strategies - Leadership, Management Roles - Unique Funding for Programs and Faculty