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. © 2015 Elsevier Ltd.