Faculty experiences with rapid integration of male nursing students within a patriarchal societal context

SummaryBackgroundIn 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.ObjectiveThe 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.DesignA qualitative descriptive studySettingsNine schools from six regions across TurkeyParticipants99 nursing faculty who were 22 to 55 years of age, primarily female (97.8%), married (65.6%).MethodsFocus groups were used to collect data. Data were analyzed using constant comparison and tripartite discussion.ResultsAnalysis yielded three categories, seven themes, and seven subthemes describing variable experiences, perceptions, and adaptive strategies.ConclusionsThe 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.