Marjaneh M Fooladi1. 1. The University of Texas at El Paso, School of Nursing 1101 N. Campbell, El Paso, TX 79902, USA. mfooladi@utep.edu
Abstract
PURPOSE: The purpose of this study was three fold: (1) increase the understanding of gender sensitivity in nursing education and practice; (2) explore male and female nursing student and faculty perceptions on effective classroom and clinical teaching; and (3) clarify the necessity of both bedside teaching and role modeling in a Pakistani nursing program. DESIGN: Five successive focus groups were held to explore perceptions and views of twenty undergraduate, four graduates, and five Pakistani faculty members through guided interviews. Thematic analysis of transcribed data from observation and shorthand notes reached saturation after two rounds of transcription. Triangulated thematic analysis corroborated faculty and student perceptions. FINDINGS: Data extracted two major categories and four themes. The classroom teaching themes emerged as (1) feeling misplaced and disapproved, and (2) gendered teaching style. The clinical teaching themes were identified as (1) feeling bewildered, and (2) preferences for bedside teaching and role modeling. DISCUSSION AND CONCLUSION: The findings highlighted the need for gender sensitivity and cultural awareness in teaching and practice of nursing. Innovative teaching strategies can effectively resolve the contributing barriers to learning among nursing students. IMPLICATION FOR PRACTICE: Awareness of gender differences among the students in addition to faculty enthusiasm communicates positive professional attitudes. Role modeling at bedside requires balancing essential cultural issues in nursing education and practice.
PURPOSE: The purpose of this study was three fold: (1) increase the understanding of gender sensitivity in nursing education and practice; (2) explore male and female nursing student and faculty perceptions on effective classroom and clinical teaching; and (3) clarify the necessity of both bedside teaching and role modeling in a Pakistani nursing program. DESIGN: Five successive focus groups were held to explore perceptions and views of twenty undergraduate, four graduates, and five Pakistani faculty members through guided interviews. Thematic analysis of transcribed data from observation and shorthand notes reached saturation after two rounds of transcription. Triangulated thematic analysis corroborated faculty and student perceptions. FINDINGS: Data extracted two major categories and four themes. The classroom teaching themes emerged as (1) feeling misplaced and disapproved, and (2) gendered teaching style. The clinical teaching themes were identified as (1) feeling bewildered, and (2) preferences for bedside teaching and role modeling. DISCUSSION AND CONCLUSION: The findings highlighted the need for gender sensitivity and cultural awareness in teaching and practice of nursing. Innovative teaching strategies can effectively resolve the contributing barriers to learning among nursing students. IMPLICATION FOR PRACTICE: Awareness of gender differences among the students in addition to faculty enthusiasm communicates positive professional attitudes. Role modeling at bedside requires balancing essential cultural issues in nursing education and practice.