Excellence in Nursing Education Environments Supportive of Men

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1 Excellence in Nursing Education Environments Supportive of Men Background and Overview Calls for increasing diversity in the nursing workforce have come forward for several decades. Those making diversity appeals hope to improve nursing s ability to care for an increasingly diverse and complex patient population, either by reducing the nursing shortage with recruitment of nurses from underrepresented groups and/or by providing a nursing workforce that better mirrors the patients served. Typically, the appeals and resulting initiatives launched to improve diversity have focused on racial and ethnic diversity. Although this is important, lack of attention to gender diversity is incongruent with the literature addressing the benefits of gender diversity in health professions in general, and in nursing in particular. Nursing lags behind other health professions in realizing gender parity. Only 11.5% of full time registered nurses are men. 1 This percentage will remain stable or rise slightly in the immediate future. The American Association of Colleges of Nursing (AACN) reported that 11.4% of baccalaureate nursing students were men in The National League for Nursing reports that 14% of baccalaureate nursing students were men in Current numbers of male nursing students will not bring meaningful parity compared to progress seen in traditionally male-dominated health professions. According to 2012 statistics from the US Bureau of Labor, 53.7% of pharmacists, 34.3% of physicians, and 24.6% of dentists are women. 4 Nursing s slow progress has prompted organizations such as AACN and the Institute of Medicine to make specific recommendations to increase the number of men in nursing. AAMN has worked to increase the number of men in nursing since the organization s founding in Many of its early efforts focused on networking of like-minded individuals, increasing the knowledge base about men in nursing, heightening awareness of gender diversity issues within the nursing profession, and increasing the visibility of men in nursing. In the early 2000s, AAMN developed an awards program to recognize nursing schools and employers who demonstrated actions to improve and sustain gender equity. The first school award was given in 2004, followed by the first employer award in Inherent in all awards programs is an aspect of competitiveness that sometimes honors top performers at the cost of excluding others who are quite worthy of recognition. Since the literature is quite strong that many of the challenges for men in nursing occur while they are students, AAMN determined that a recognition program designed to encourage all schools to support the success of its male students would best meet AAMN s goals and mission. The accrediting bodies for nursing programs (Accreditation Commission for Education in Nursing; Commission on Collegiate Nursing Education) have recently given increased attention to diversity, quality improvement, evidence-based teaching, and accountability to stakeholders in their accreditation standards. Schools devote much time and resources to meet accreditation standards. Therefore, AAMN strived to develop a program that would assist schools in its accreditation activities. AAMN s program to recognize Excellence in Nursing Education Environments Supportive of Men ( the recognition program ) is designed to provide evidence to stakeholders that a specific program is gender-inclusive. This evidence becomes a meaningful contribution to a school s accreditation and licensure reports. Accredited schools will find the recognition program familiar in structure and format. To receive recognition, a school must provide evidence that it meets four standards: recruitment and retention, 1

2 inclusivity and affirmation, role model provision, and formation. Evidence is reviewed by a committee of nurse educators, clinicians, and nursing administrators. Recognition is granted to those schools who meet the standards and is a high honor that signifies excellence. Denial of recognition is not designed to be punitive; rather, denial is a meaningful opportunity for a school to engage in quality improvement and future recognition. Recognition is time-limited. Like accreditation, a school must demonstrate that it maintains its ability to meet standards. Goals of Recognition The AAMN has established the following goals for the recognition program: 1. To increase awareness among administrators, educators, students, community stakeholders, and the nursing profession of gender-related issues that may challenge the success of male nursing students. 2. To advocate for equitable education for nursing students from underrepresented groups, particularly male students. 3. To foster quality improvement processes within nursing education programs that lead to the development and maintenance of education environments that are equally supportive of men and women. 4. To improve the diversity of the nursing profession by fostering improved recruitment and retention of men as nursing students. 5. To communicate to the larger community the benefits of a nursing education environment that supports the needs of male students. 6. To provide the public an accounting of nursing education programs which have achieved excellence in supporting male students. Recognition Process Preparation for Recognition Prior to application for recognition, the nursing program should discern its desired goals for obtaining recognition status. Recognition activities should be congruent with the values shared among the members of the program s academic community. Once the program has clarity on the need and desire for recognition, the program must then complete a self-assessment. The self-assessment should include the following activities: 1. Determine that the nursing program desires and values recognition. 2. Identify and analyze data and evidence relevant to the recognition standards. 3. Assess the educational environment. This assessment must include: a. Assessment for the presence of barriers in the program reported in the literature as common for male nursing students b. Subjective assessment from male students and alum c. Subjective assessment from faculty d. Analysis of data of male student academic performance, progression, and retention e. Assessment of school policies and procedures relevant to the recognition standards 2

3 4. Assess quality improvement processes and efforts to improve any limitations in the current educational environment Assessment of the educational environment may be completed using a variety of tools and methods. The school should chose tools and methods they deem most feasible, valid, and meaningful. A school may choose an evidence-supported tool, such as the Inventory of Male Friendliness in Nursing Programs (IMFNP) originally developed by O Lynn in The IMFNP and further information about the tool are available through AAMN ( ). It is possible that upon completion of the self-assessment process a nursing program may determine that it does not yet meet recognition standards. The program should undertake initiatives to improve its educational environment. Once the program has determined that it meets recognition standards, the program may proceed to application for recognition. Application for Recognition Once a program has determined that it is ready for application, the program s chief academic officer should review the AAMN website ( ) for specific application instructions. All forms that must be completed will be available on the website. The officer must then contact AAMN that it is ready for review. The officer will be asked to submit a review dossier. The dossier must be sent in electronic/ digital format and include: 1. Introduction letter from the nursing program chief academic officer 2. Letter of support for the review by the President/ Chief Officer for the school or university in which the program is housed 3. Background and description of the nursing program 4. Contact information 5. Accreditation information 6. Board of Nursing approval or licensure information for the program 7. Brief narrative explanation of how the program has met each key element of each recognition category 8. Description of any initiatives or programs that have helped the program meet and maintain recognition standards 9. Supporting evidence The nursing program will be charged a non-refundable fee of $500. Review Process Upon receipt of the electronic/ digital dossier, AAMN will forward copies to the Recognition Review Committee (RRC). The RRC is a standing committee approved by the AAMN Board of Directors. The committee is comprised of at least three members: one member who also sits on the AAMN Board of Directors, one member who works full time as a nurse educator, and one member who works full time as a nurse clinician. The Board of Directors may appoint additional members to the RRC as needed. 3

4 After reviewing the dossier, the RRC will contact the nursing program and schedule interviews via videoconferencing technology. The nursing program is free to choose who shall represent the program at the interview; however, representatives from the clinical faculty, didactic faculty, and program leadership should be present. The purpose of the interview is three-fold: 1) to clarify any information provided to the RRC in the review dossier, 2) to provide the program an opportunity to offer further evidence that it has met the recognition standards, and 3) to allow the program to ask questions of the RRC. The interview will not discuss any topics beyond those identified in the recognition standards or provided in the dossier. The program should, however, be prepared to explain why recognition status is important to the nursing program. The program will also schedule a private interview between the RRC and a minimum of 3 current or former male nursing students. The program must invite any current male nursing student to attend. There is no maximum for the number of male student attendees, however no faculty or program administrators may attend this interview. Female students are also allowed to attend this interview. The purpose of the student interview is to afford students an opportunity to provide input and testimonials relevant to the recognition standards. It is important to note, however, that information received from the student interview will not, in and of itself, cause a program to receive or be denied recognition status. Student information will serve only as one category of evidence used by the RRC. Upon completion of the interviews, the RRC will draft a report discussing the programs strengths and weaknesses in meeting the key elements of each category in the recognition standards. The report, along with the RRC s recommendation for recognition or denial of recognition will be forwarded to the AAMN Board of Directors within 90 days of the initial receipt of dossier. The Board will discuss the RRC s recommendation and vote to grant or deny the nursing program recognition at its next regularly scheduled Board meeting. AAMN will notify the chief academic officer of the Board s decision and forward a copy of the report prepared by the RRC. Schools will receive notification no later than 120 days following the dossier submission. Achievement of Recognition Status Recognition symbolizes excellence in providing male students a positive and equitable educational environment as determined by AAMN. Recognition status is a high honor that should be publicized to the program s academic community, local community, prospective students, Board of Nursing, and accrediting bodies as appropriate. Upon receiving recognition, nursing programs will receive a framed certificate or plaque that may be displayed. Programs will receive information on gaining access to the AAMN Recognition logo which may be used on the program s website and marketing materials. In addition, AAMN will maintain a list of programs earning recognition on its website and in printed materials and information. Denial of Recognition Denial of recognition should not be considered a dismissal of a nursing program s efforts to meet the needs of its male students. Denial indicates, rather, that the program has not yet achieved excellence. The RRC report will include recommendations for improvement. Programs denied recognition are 4

5 encouraged to review the recommendations, address any gaps in meeting the standards, and reapply for recognition. Reapplications will be accepted no sooner than six months from the date of the notification of the denial and will follow the same procedures as original application. A nursing program may appeal the decision to deny recognition by contacting AAMN within six weeks of decision notification. The Board of Directors will schedule a meeting within 45 days with the program and the RRC via video or teleconference. The program will have an opportunity to present its case for recognition and offer any additional evidence that recognition standards have been met. The Board will then meet to review the appeal and render its decision. Denial of recognition will not be publicized to the AAMN membership or the wider community. Renewal of Recognition Recognition status is valid for a period of eight (8) years, commencing with the date recognition status was approved by the AAMN Board of Directors. Within one year of expiration of recognition status, the nursing program will be contacted by AAMN informing them of the expiration date. AAMN will also send the program a current set of recognition standards and request a letter of intent for recognition renewal. Nursing programs are strongly encouraged to renew recognition. The renewal process is the same as the application process. Programs should submit their review dossiers no later than six (6) months prior to the expiration date. Recognition status will not be extended beyond the expiration date. Failure to renew recognition prior to the expiration date will result in withdrawal of approval for use of the AAMN Recognition logo and the school s name will be removed from the list of schools with recognition status on the AAMN website. Nursing programs must then wait a minimum of six (6) months before reapplying for recognition status. American Assembly for Men in Nursing (Overview of AAMN) In 1971, Steve Miller, RN saw the need for an organization for men in nursing and formed a group of like-minded men in Michigan. Luther Christman was invited to join the group and assist them in the development of the organization. Shortly thereafter, Miller decided to go to law school, and the group floundered without his leadership. In 1974, Luther Christman convened a group of men nurses in Chicago, and the Men in Nursing in Michigan group was reorganized as the National Male Nurses Association. In 1981 a name change was made to better reflect the goals and the membership: American Assembly for Men in Nursing (AAMN). AAMN has continued through the perseverance of its volunteer officers and members. AAMN is a voice in support and encouragement of men in nursing on a national level. The organization started out as a grass roots movement and is continuing the process of becoming a force on the national level. The purpose of AAMN is to provide a framework for nurses, as a group, to meet, to discuss and influence factors, which affect men as nurses. AAMN Objectives include: 5

6 Encourage men of all ages to become nurses and join together with all nurses in strengthening and humanizing health care. Support men who are nurses to grow professionally and demonstrate to each other and to society the increasing contributions being made by men within the nursing profession. Advocate for continued research, education and dissemination of information about men's health issues, men in nursing, and nursing knowledge at the local and national levels. Support members' full participation in the nursing profession and its organizations and use this Assembly for the limited objectives stated above. 6

7 AAMN Recognition of Excellence for Nursing Educational Environments Supportive of Men CATEGORY 1 RECRUITMENT AND RETENTION Although traditionally male-dominated health professions, such as medicine and pharmacy, have made great progress in diversifying their workforces in terms of gender over the past few decades, the growth of men in nursing has been remarkably slow. Furthermore, although solid national data on nursing student attrition by gender are lacking, the literature provides consistent reports of higher attrition rates for men enrolled in nursing programs. Category 1 encompasses the program s explicit efforts to both increase the number of men enrolled and the retention of male students through graduation. Both components are essential if gender diversification of the profession is to be realized. Key Elements 1-A. The strategic plan of the school of nursing includes increasing gender diversity in the student and faculty bodies. The strategic plan must include specific mention of gender diversity. Broader mention of diversity is not sufficient, as the term is frequently used in reference to racial and ethnic classifications. Inclusion of gender diversity in the strategic plan holds the program accountable for action towards meeting recruitment and retention outcomes. 1-B. Strategies to recruit more men to apply for admission are in place. Undergraduate programs may devote relatively few resources for student recruitment since available seats in nursing programs are typically limited and competitive; yet passive receipt of admission applications, whether at the graduate or undergraduate level, may not yield an admission pool that will foster gender diversity. Although using gender as an explicit criterion for preferential admission is not recommended, it can be assumed that increasing the number of male applicants will increase the probability for an increase in the number of male students enrolled. Informational and / or public relations activities designed to reach out to a population of potential male students should be evident. Additional strategies may include the provision of scholarships or mentoring opportunities specific to potential male students. 1-C. Strategies to recruit male faculty are in place. The literature reports that underrepresented students benefit from faculty with similar backgrounds. However, diverse faculty who can contribute unique life experiences, perspectives, and teaching approaches benefit all students. AACN reports that only 6.1% of nursing faculty was male in 2010, suggesting greater gender disparity among faculty than the nursing workforce as a whole. 5 Specific recruitment efforts designed to target potential male faculty should be evident. 1-D. On-time graduation rate for male nursing students is not less than the rate for female students by more than 3% for the past three graduating classes. 7

8 One indicator of program quality and effectiveness is a favorable on-time completion rate. Although the Commission on Collegiate Nursing Education has suggested a benchmark completion rate of 70% for all students, 6 the focus of this criterion is on disparity in attrition rates based on student gender. Such disparity suggests a failure in the program s ability to identify and address the unique learning, support, and formation needs of male students. Examples of Supporting Evidence 1. Strategic plan for the nursing department/ school/ college 2. List of recruitment activities 3. Examples of recruitment flyers, advertisements, public service announcements, recruitment media 4. Evaluations of recruitment activities effectiveness 5. Student enrollment by sex for the past three years 6. On-time completion rates by gender for the past three graduating classes 7. Other CATEGORY 2 INCLUSIVITY AND AFFIRMATION The Association of American Colleges and Universities (AAC&U) defines inclusion as the active, intentional and ongoing engagement with diversity. 7 AAC&U states that excellence in education requires equality to assure a democratic culture. Establishing inclusion excellence requires uncovering inequities in student success, developing of effective educational practices to modulate those inequities, and continual/cyclical reassessing of such practices to create sustained institutional change. Inclusion excellence requires the intentional integration of diversity into day-to-day operations of a nursing school. Affirmation of the value and contributions that men bring to the profession will foster an inclusive learning environment and a nursing workforce that mirror s the patients served. Key Elements 2-A. Men s historical contribution to nursing is meaningfully included in the curriculum. Men s long history in the nursing profession has been relatively ignored in traditional nursing textbooks and curricula, resulting in men becoming a hidden subculture of the profession and lacking full membership. Recognition of the contributions that men have made in nursing affirms their place within the profession, providing male students visibility, validation and inclusion. 2-B. Men s health and gender-appropriate approaches for men s self-care are included in the curriculum. 8

9 Women s health in nursing school curricula is frequently an area of emphasis; yet men s health often goes unaddressed. Sometimes it is assumed falsely that general adult health information is synonymous with men s health due to historical gender bias in medical research. Gender specific issues such as learning styles, masculinities and social gender roles, influences of testosterone on health, and ineffective media and public health efforts have resulted in health disparities for men, including a higher percentage of men with no healthcare coverage, fewer preventative health visits for men, and higher mortality rates for men for most of the leading causes of death compared to women. All this underscores the need for increased attention in nursing curricula for men s health. Male students are in unique position to move a holistic men s health agenda forward, but only if they are given the knowledge, skills, and attitudes to serve as stewards of men s health. 2-C. Media, print materials, uniforms, and other products from the school include gender-neutral language and imagery. Language and images are subtle but powerful expressions of inclusion and equality for male nursing students as they strive to find their place in nursing. Using gender neutral language is a demonstration of respect and inclusion for nursing colleagues who are men. The use of she in reference to professional nurses is exclusionary. Gender neutral language provides congruence with the ethical perspective that nursing must be a profession that welcomes all qualified individuals. Gender-neutral media designs in publicity materials, event programs, and school uniforms and inclusion of nursing images that feature men validate diversity and male inclusion. 2-D. The school has policies against the use of sexist or harassing language against men. Human dignity, defined as the respect for the inherent worth and uniqueness of individuals and populations, is eroded by sexist and harassing language against men. 8 Whether its use is intentional or stems from careless unawareness and insensitivity, sexist and harassing language violates all nursing ethical and legal standards and have no place in nursing education. Too many schools still lack specific policies against the use of sexist and harassing language. Such policies, combined with clear instructions and safe structures for reporting sexism and harassment, provide men validation and support for their inherent worth and dignity. Policies forbidding sexist and harassing language against men are a fundamental requirement for excellent schools of nursing. 2-E. The school does not provide different assignments, expectations, or educational opportunities based on the sex or gender of the student. Obstetric, pediatric, and other sensitive rotations continue to be a barrier for some male nursing students. In some cases it, refusal to work with a male student is a client preference, but in other cases, different and inequitable assignments and experiences for male students are due to negative assumptions by the educator or placement coordinator. These negative assumptions have no place in nursing education. All nursing students have the right to an education free of prejudicial treatment. Policies should be in place forbidding different assignments, expectations, or educational opportunities based on the sex or gender of the student. 2-F. The curriculum acknowledges and affirms the value of diverse approaches to care and caring behaviors which are congruent with men from varying backgrounds and perspectives. 9

10 The assumption that women are naturally suited for nursing due to feminine perspectives on caring has resulted in the historical exclusion of men from nursing or the relegation of men to high-tech/ low-touch roles. Nursing education has framed caring behaviors in traditionally feminine characteristics for many years; yet more contemporary theorists and clinical experts describe diverse caring styles, each having value and place in nursing practice based on client context. Nursing curricula and educators should encourage students to explore personal caring preferences and provide opportunities for students to develop multiple and diverse approaches to care that are valued and individualized to client needs and preferences. 2-G. In each course, faculty employ varied learning activities to meet the needs of diverse learners. Male nursing students often express a preference for learning activities that are hands-on, kinesthetic, and task-oriented. Other male students may find mildly competitive or peer-directed activities as motivators for learning. Instructors who place undue weight/expectations for personal reflection and emotional expression, or who overuse auditory and authority-directed activities may ostracize diverse students, including male students. Offering a wide variety of learning activities demonstrates mindfulness of the needs of diverse learners and engenders inclusivity. 2-H. The school assesses the needs of male students on a regular basis. Retention of male students in nursing programs continues to be a significant concern. Collecting data specific to male student perceptions of satisfaction and dissatisfaction with their nursing education experience can provide significant insights into the current educational climate and the needs of male students. Anonymity and ethical research conduct are essential in assessment, especially when the percentage of male students is small and the issues are sensitive. Anonymous surveys or focus groups facilitated by male faculty or external facilitators can provide valuable feedback for meaningful change. 2-I. The school has evidence from male students and/or alum that the educational environment is positive for men. Soliciting feedback from male alumni is a powerful tool to capture meaningful feedback specific to the current education environment. Male students are often reluctant to provide candid feedback out of fear of retaliation; male alumni are clear of that concern. The goal of soliciting feedback is not to place blame but to create measurable change through a transparent process. Excellent programs are those that have identified unmet needs or areas of concerns of male students and have taken measures to address any limitations. Excellent nursing programs are recognized by students as providing a positive educational experience. Examples of Supporting Evidence 1. Course syllabi 2. Men s health addressed in objectives/ learning outcomes 3. Media/ print materials which are gender-neutral and male-image inclusive 4. Policies that address the use of sexist or harassing language 10

11 5. Policies and practices that prevent different assignments, expectations, or educational opportunities based on the sex or gender of the student 6. Objectives/ learning outcomes that affirm the value of diverse approaches to care and caring 7. Documentation of learning activities throughout the curriculum that meet the needs of diverse learners 8. Feedback from current male students and alumni on the nature of the educational environment in the program 9. Other CATEGORY 3 ROLE MODEL PROVISION As a substantial minority in nursing, male nursing students are often challenged in discerning a sense of relevancy and in understanding how they may develop and utilize their unique contributions for the betterment of health care. Female dominance has greatly influenced the norms of the culture of nursing, such as norms around communication patterns, relationships, leadership, and advocacy. Some of these norms may coincide with characteristics commonly perceived as feminine. Male nurse role models have experience navigating the norms prevalent in a specific clinical setting or within the profession as a whole. Male nurse role models can be ideal facilitators for professional role formation among male nursing students. Key Elements 3-A. Local, national, and/or historical men in nursing are included when displays/ discussions of notable nurses are provided. Positive images of men in nursing have been scant until recently. Initiatives, such as The Johnson & Johnson Campaign for Nursing s Future, have offered the public a new gender inclusive image. Including male faces in materials provided by a school of nursing serves to overtly recognize and reaffirm the importance of gender inclusion. Furthermore, inclusion of notable male nurses in historical displays counters the assumption that male nurses are an anomaly or a recent happening. Male students are more likely to develop a sense of belonging and purpose in nursing when men are visible. When male nursing students, their female peers, and faculty members see images that reflect a gender inclusive profession, the normalcy of men in nursing is strengthened. 3-B. When possible, efforts are made to provide male students opportunities to have male faculty as advisors and/or mentors. Professional role formation is partially acquired through interactions with role models and is expressed through values, behaviors, actions and attitudes. Male advisors/mentors offer unique insights that can assist male students in obtaining professional role identity. Male students benefit from interacting with successful male nurses and leaders with whom they can identify with and imagine themselves someday becoming. 11

12 3-C. When possible, efforts are made to provide male students opportunities to work with male nurses in the clinical setting. Male nursing students must navigate clinical settings that may offer unique challenges. Seasoned male nurses have faced being viewed as different and can offer insights and strategies to help male students cope with those challenges. Male nurses have developed behavioral patterns to work and communicate effectively in teams, build rapport with clients and co-workers, and demonstrate caring that may be different than those developed by female faculty and clinicians and which male students can learn and emulate. 3-D. The school includes male nurses in its pool of guest speakers. Inclusion of male nurses as guest speakers offers faculty, students and staff the opportunity to view the profession from the men s perspectives. Diverse speakers, including male speakers, afford students opportunities to challenge personal assumptions and develop a more holistic understanding of nursing issues. Examples of Supporting Evidence 1. Inclusive nursing images within the nursing department/school/college 2. Male student / male faculty mentorship exemplars 3. Advisor assignments 4. Examples of recruitment flyers, advertisements, public service announcements, historical displays, recruitment media 5. Male student/ male nurse exemplars from the clinical setting 6. Lists of male nurses used as guest speakers and presentation topics 7. Other CATEGORY 4 FORMATION Patricia Benner and colleagues noted that nursing education must move away from nursing role socialization to formation to professional nursing. 9 Formation encompasses the embodiment of nursing knowledge, skills, meanings, and values and the discernment of contextual salience through situated learning and practice experiences. The process of formation is highly individualized and fostered by the development of meaningful and healthy relationships with others. Formation does not have an endpoint; rather the process continues throughout one s nursing career. Due to the historic structural, pervasive, and unique challenges faced by men in nursing, schools must incorporate curricula and learning activities that will foster successful formation for male students. 12

13 Key Elements 4-A. The curriculum provides students instruction on how to demonstrate professionalism and respect for clients when touch and personal space violations are necessary when providing nursing care. Apprehensions around touch coupled with the lack of appropriate instruction and support by educators and peers create a unique challenge for male nursing students. This challenge may impair confidence and competence with touch skills, possibly impairing men s abilities to foster optimal therapeutic relationships with clients. Additionally, relationships with co-workers may be damaged if men, uncomfortable with touch, seek touch avoidance behaviors or solicit others to take over activities requiring the use of touch. Schools must demonstrate awareness of the needs of male students regarding touch and incorporate educational and mentoring activities that foster formation of touch competence, respect for clients, and healthy relationships with peers. 4-B. The curriculum includes content on gendered and diverse communication styles, bullying, and conflict resolution. Professional formation is a transactional process thus requires the nurturance of healthy relationships with others. Students must develop effective communication behaviors, particularly the behaviors that promote optimal team functioning. Traditionally, nursing educators have addressed the gendered nature of communication by emphasizing male physician-female nurse interactions. Curricula must move away from stereotypical exemplars. Students should learn how gender influences communication styles, but that styles are also shaped by culture, generation, background, and personal preference. Students should learn how to understand, negotiate and adapt to various communication styles and behaviors and overcome communication barriers in order to foster healthy relationships. 4-C. The school does not encourage or dissuade students from clinical and career choices based on the gender of the student. Although many students come to their nursing programs with career preferences, those preferences often are modified as students experience diverse clinical settings and learn about diverse roles within nursing. The literature suggests that male nursing students have been guided historically into practice settings more congruent with traditional masculinity, such as high-acuity settings or administration, settings that require physical strength, or settings that have reduced need for physical touch, such as mental health. Such encouragement only strengthens stereotypes and increases challenges for men who desire to practice in alternative settings. Diverse opportunities enable students to develop career aspirations that best fit personal strengths and interests. Schools should not have policies or practice patterns that determine clinical placements or experiences based on gender. Clinical placement rosters should not reveal gender-based trends. 4-D. The school offers leadership activities and roles equally to male and female students. The literature suggests that male students have been encouraged historically to seek leadership and administrative roles in nursing, but when they accept these roles, men have been criticized for abandoning bedside nursing for the lure of administrative power and status. In today s 13

14 healthcare environment, all nurses must demonstrate proficiency with leadership behaviors and roles from the bedside to the boardroom. Further, some men may benefit from experiencing leadership from diverse individuals including women. Although schools should not dissuade men from leadership activities and roles, neither should they disproportionately push men into leadership roles, as this will only strengthen negative gendered stereotypes. Equitable leadership formation will foster optimal functioning in diverse teams. Student involvement on school committees, student government, and other leadership venues should reflect the diversity of the student body as a whole. 4-E. The school publicizes opportunities within the American Assembly for Men in Nursing to all faculty and students. The stated objectives of the American Assembly for Men in Nursing (AAMN), in part, are to encourage all men to participate fully in nursing, support men to develop fully into their professional careers, and support the advancement of men s health ( ). Male students often find themselves lacking role models, resources, and support. Faculty may feel unsure of how to best meet the needs of their male students; yet students and faculty may be unaware of the assistance available through AAMN. Schools frequently provide information about various professional nursing organizations, such as Sigma Theta Tau International, the American Nurses Association, and the National Student Nurses Association. Due to the historical, pervasive, and persistent challenges experienced by men in nursing, schools should make available information about AAMN. Examples of Supporting Evidence 1. Course syllabi 2. Description of relevant assignments 3. Description of clinical placement procedures and clinical settings 4. Clinical placement data 5. Committee and student government rosters 6. Satisfaction surveys 7. Examples of AAMN publicity provided to students and faculty 8. Other 14

15 References 1. Buerhaus, P. I. (2013). Number of men in nursing increasing. InterAction, 30(2), American Association of Colleges of Nursing. (2013). Enhancing diversity in the workforce. Retrieved from 3. National League for Nursing. (2013). Annual survey of schools of nursing, Fall Retrieved from 4. U.S. Department of Labor, Bureau of Labor Statistics. (2012). Employed persons by detailed occupation, sex, race, and Hispanic or Latino ethnicity. Retrieved from 5. American Association of Colleges of Nursing. (2013). Enhancing diversity in the workforce. Retrieved from 6. Commission on Collegiate Nursing Education. (2013). Standards for accreditation of baccalaureate and graduate nursing programs. Retrieved from 7. Williams, D. A., Berger, J. B., & McLendon, S. A. (2005). Toward a model of inclusive excellence and change in postsecondary institutions. Retrieved from 8. American Association of Colleges of Nursing. (2008). The essentials of baccalaureate education for professional nursing practice. Washington, DC: Author. 9. Benner, P., Sutphen, M., Leonard, V., & Day, L. (2010). Educating nurses: A call for radical transformation. San Francisco, CA: Jossey-Bass. 15