NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED549574
Record Type: Non-Journal
Publication Date: 2012
Pages: 147
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2673-0345-5
ISSN: N/A
Gender-Based Barriers Experienced by Male Students in an Online RN-to-BSN Nursing Program
Kirk, John R.
ProQuest LLC, Ed.D. Dissertation, Regent University
This quantitative survey-based research study examined the experiences of 49 men through a comparative analysis of their traditional classroom-based Diploma or Associate Degree in Nursing program and their subsequent experiences in the University of Phoenix online Registered Nurse to Bachelor of Science in Nursing (RN-to-BSN) degree completion program. The literature has documented numerous gender-based barriers faced by men preparing to become a Registered Nurse (RN). This study adapted the Inventory of Male Friendliness in Nursing Programs (IMFNP) developed by O'Lynn in 2004 to assess the friendliness level toward men in an online RN-to-BSN completion program. Friendliness is operationally defined as the relative absence of gender-based barriers. By the year 2025, an all-time high nursing shortage will negatively affect patient health and safety in the United States. With men accounting for approximately 50% of the workforce but only 6% of the nursing force, they can serve as an excellent source of new nurses. Advances in medicine are creating the need for a baccalaureate degree to become the minimum requirement for the RN credential. With only approximately one third of nurses being bachelor-prepared, this is resulting in an increase in the number of universities developing RN-to-BSN programs with many available partially or completely online. This study is the first to examine the online environment and revealed that the online program was overall friendlier than the RN programs but was not devoid of gender-based biases and barriers. The study has added to the limited body of literature available about men in nursing education by assessing their experiences in the rapidly expanding environment of online nursing education thereby providing opportunities for program improvement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A