Belongingness of nursing students who identify as men

IF 1.9 Q2 NURSING

Teaching and Learning in Nursing Pub Date : 2025-01-01 DOI:10.1016/j.teln.2024.08.005

Maura Lindenfeld PhD, CPNP-PC, RN

{"title":"Belongingness of nursing students who identify as men","authors":"Maura Lindenfeld PhD, CPNP-PC, RN","doi":"10.1016/j.teln.2024.08.005","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><div>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.</div></div><div><h3>Aim</h3><div>This research explored the belongingness of nursing students who identify as men and it's correlated with their intent to complete their nursing program.</div></div><div><h3>Methods</h3><div>This nonexperimental, quantitative correlational research used <span><span>Levett-Jones and Lathlean' (2009)</span></span> 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.</div></div><div><h3>Results</h3><div>252 participants met all inclusion criteria. Spearman's rho, [r (252) = 0.12, <em>p</em> = 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.</div></div><div><h3>Conclusions</h3><div>Belongingness, esteem, connectedness, and efficacy of nursing students who identify as men were positively correlated with the students’ intent to complete their nursing program.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 1","pages":"Pages e78-e83"},"PeriodicalIF":1.9000,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching and Learning in Nursing","FirstCategoryId":"1085","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1557308724001689","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"NURSING","Score":null,"Total":0}

引用次数: 0

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.

查看原文本刊更多论文

求助全文

约1分钟内获得全文求助全文

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