Table 2 Overview of the concept explaining gender-defined roles in nursing from two perspectives
From: Nursing students’ perception of gender-defined roles in nursing: a qualitative descriptive study
Male nursing students’ perspective | Female nursing students’ perspective | |||
|---|---|---|---|---|
Themes | Subthemes | Subthemes | Themes | |
Reasons for choosing nursing | Altruistic | vs. | Altruistic | Reasons for choosing nursing |
Opportunistic | Opportunistic | |||
Organisational | Organisational | |||
Family and social incentives | ||||
Gender-based perspective in academia | Nursing curriculum supports gender equality | Women-centred nursing curriculum | Gender-based perspective in academia | |
Challenged gender relations | The impact of gender differences during study | |||
Men in nursing | Attitudes of patients | Attitudes of patients | Men in nursing | |
Male nurses as team members | Male nurses as team members | |||
Moving beyond stereotypes | Low recognition of gender stereotyping | Efforts for gender equality in nursing | Fighting entrenched gendered cultural beliefs | |
Naming ‘nurse’ | Stereotypes focus more on female nurses | |||