From classroom to clinic: a qualitative study of gendered experiences among nursing students and educators in Türkiye

Abstract

Background

Nursing has historically been perceived as a female-dominated profession due to deeply rooted gender norms. Although legal and social advancements have promoted gender equality, male nurses remain underrepresented worldwide. Gender-related stereotypes continue to shape nursing education and practice by influencing the roles, expectations, and opportunities for both male and female nurses. This study aimed to explore how gender norms impact the experiences of nursing students and educators in Türkiye.

Methods

A qualitative descriptive design was employed, using semi-structured individual interviews with 14 nursing students and 15 educators. Participants were recruited from diverse academic and clinical settings through purposive sampling. Thematic analysis was used to identify patterns and key insights from the data.

Results

Three main themes with eight subthemes emerged: (1) The Impact of Gender on Professional Identity Perception, (2) Gender-based Experiences in Educational and Clinical Settings, and (3) The Role of Gender in Professional Socialization. The findings revealed that gender norms significantly influenced perceptions, experiences, and interactions within both educational and clinical contexts.

Conclusions

Participants described how gender influenced their perceptions, experiences, and professional socialization. Many reported that gender-based stereotypes and biases affected educational and clinical practices, posing challenges to equal participation. Targeted strategies, including curriculum reforms, gender-sensitive mentorship programs, and institutional policies, are essential for creating a more inclusive and equitable nursing education and practice environment in Türkiye.