Gender equity in nursing education: student perceptions and impact on the educational experience | IUP Islandora

Gender equity in nursing education: student perceptions and impact on the educational experience. (2013). Gender equity in nursing education: student perceptions and impact on the educational experience.

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Title	Gender equity in nursing education: student perceptions and impact on the educational experience
Abstract	Title IX of the Education Amendments of 1972 ensured gender equity in education. Although gender equity is an established concept in the medical and science, technology, engineering, and mathematics fields, the concept has limited exposure in nursing. This study investigates student perceptions of gender equity in nursing education. The Gender Equity in Nursing Education Questionnaire (GENEQ), developed by the researcher, was used to explore perceived gender equity in the nursing classroom setting and the clinical environment as well as the perceived impact of gender equity on the nursing education experience. The GENEQ was developed from the nursing literature on barriers faced by male nursing students. An expert review panel provided content validity and a pilot study indicated reliability of the tool. A quantitative, cross-sectional survey methodology was used for this investigation guided by feminist theory. A convenience sample included senior baccalaureate nursing students at multiple nursing education programs in Pennsylvania. The final sample included 471 female and 100 male senior nursing students representing 15 different nursing programs in Pennsylvania. Findings showed significant differences between male and female respondent scores related to perceived gender equity in the classroom setting and clinical environment. The classroom setting subscale returned significant differences in eight of the 15 subscale items and the total subscale score. The clinical environment subscale showed significant differences in 13 of the 14 subscale items and total subscale score. Results also indicated a significant difference between scores for the total gender equity scale. Identified sex of the student was the only significant predictor of gender equity score in the model which also included age, race/ethnicity, marital status, school setting, choice of nursing career, and desired nursing specialty. Finally, a positive correlation exists between perceived gender equity scores and perceived impact on educational experience scores. Study findings support previous quantitative and qualitative nursing research. Specific recommendations for nursing faculty, programs, curriculum, and administration related to the significant findings are presented. A call for further investigation into the concept of gender equity in nursing education is also recommended given the significant study findings.
Date	2013

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