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The nursing classroom climate: Coole...

Bell-Scriber, Marietta Joyce.

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The nursing classroom climate: Cooler for traditional-age students who are male.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The nursing classroom climate: Cooler for traditional-age students who are male./
作者:	Bell-Scriber, Marietta Joyce.
面頁冊數:	187 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-09, Section: A, page: 3161.
Contained By:	Dissertation Abstracts International66-09A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3189611
ISBN:	0542321637

The nursing classroom climate: Cooler for traditional-age students who are male.
Bell-Scriber, Marietta Joyce.

The nursing classroom climate: Cooler for traditional-age students who are male. - 187 p.

Source: Dissertation Abstracts International, Volume: 66-09, Section: A, page: 3161.

Thesis (Ph.D.)--Michigan State University, 2005.

The purpose of this study was to describe the nursing classroom climate and the perceptions and experiences of traditional-age student nurses who are male as they relate to the nursing classroom. A qualitative research procedure in the form of a case study was used to answer the descriptive research questions: (a) What is the classroom climate for traditional-age students who are male? (b) If an inequitable or sex-biased classroom environment is found to exist for traditional-age student nurses who are male, what are the nursing faculty behaviors that contributed to this environment? (c) If an inequitable or sex-biased classroom environment is found to exist for traditional-age student nurses who are male, what are the student behaviors that contributed to this environment?

ISBN: 0542321637Subjects--Topical Terms:

626645
Education, Administration.

The nursing classroom climate: Cooler for traditional-age students who are male.
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245 1 4 $a The nursing classroom climate: Cooler for traditional-age students who are male.
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500 $a Source: Dissertation Abstracts International, Volume: 66-09, Section: A, page: 3161.
500 $a Adviser: Kristen A. Renn.
502 $a Thesis (Ph.D.)--Michigan State University, 2005.
520 $a The purpose of this study was to describe the nursing classroom climate and the perceptions and experiences of traditional-age student nurses who are male as they relate to the nursing classroom. A qualitative research procedure in the form of a case study was used to answer the descriptive research questions: (a) What is the classroom climate for traditional-age students who are male? (b) If an inequitable or sex-biased classroom environment is found to exist for traditional-age student nurses who are male, what are the nursing faculty behaviors that contributed to this environment? (c) If an inequitable or sex-biased classroom environment is found to exist for traditional-age student nurses who are male, what are the student behaviors that contributed to this environment?
520 $a A purposeful sample included eight traditional-age nursing students, four who were male and four who were female. I interviewed these eight students to obtain their perceptions and experiences. Five themes emerged from the analysis of the data: faculty characteristics and behaviors, the students' learning experiences, other students' characteristics and behaviors, additional inside classroom factors, and outside classroom factors. Additional findings from interviews with faculty, classroom observations, and a review of the textbooks were added to provide breadth and depth to these descriptions. Findings from this study support a nursing classroom climate that is cool to traditional-age male students and warm to traditional-age female students. Coolness in the classroom for men was caused by unsupportive faculty behaviors and characteristics, unsupportive male learning experiences, and additional inside classroom factors. There were also unsupportive factors described outside the classroom that contributed indirectly to an uncomfortable experience for the male students.
520 $a The findings of this study of differential treatment to men in nursing classrooms may result in a feeling of uneasiness, reduced student motivation and participation, and perhaps a change of major or withdrawal from the program by male students. Thus, nurse educators need to take measures to identify and eliminate bias from their classrooms.
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