Nursing students’ views on men in nursing: a gender diversity challenge in the healthcare workforce | BMC Nursing

This study aimed to examine the perceptions of male and female nursing students’ perceptions of men in nursing, focusing on how stereotypes and socio-demographic factors influence their views. The findings are consistent with the existing literature, which points to ongoing challenges and emerging opportunities for greater male representation in the nursing profession. Despite gradual progress, men continue to be significantly underrepresented. They are hindered by societal norms and stereotypes that portray nursing as a predominantly female profession. These barriers not only discourage men from entering the nursing profession, but also hinder their integration and career advancement [1, 2, 16].

The idea that nursing is a “female” profession is still a major obstacle for male nurses. Studies have consistently shown that men are criticised for their masculinity and nursing skills, with stereotypes portraying them as less empathetic or caring than their female counterparts [1, 2, 25]. These stereotypes are particularly pronounced in specialities such as paediatrics, where male nurses are not perceived to be as caring as female nurses traditionally are [16]. The persistence of such stereotypes not only undermines the professional identity of nurses, but also perpetuates society’s perception of nursing as a gendered profession. As Martsolf et al. [26] highlight, the misconception that nursing roles require predominantly “feminine” skills discourages men from entering the profession. Reframing nursing as a technical and leadership-oriented field could help address these stereotypes. To further address these prejudices, targeted education and public health measures are needed to change societal attitudes towards the nursing profession [25].

From a sociological perspective, nursing’s status as a feminized profession reflects broader patterns of occupational segregation and societal gender norms. Historically, caregiving roles have been undervalued and seen as extensions of women’s reproductive roles, leading to the exclusion of men from these professions [1]. This dynamic creates a cycle where societal expectations discourage men from pursuing nursing, perpetuating gender imbalances. Additionally, cultural constructs of masculinity, which prioritize autonomy and technical expertise over emotional labour, exacerbate role conflicts for male nurses. Grant et al. [10] emphasize that systemic barriers such as implicit bias and insufficient mentorship for men in nursing amplify these challenges, particularly for minority male nurses. These challenges are compounded in cultures and regions with rigid gender norms further constrain male participation in caregiving roles [5, 13].

Systemic issues further compound the challenges faced by men in nursing. Institutional biases, such as the feminization of nursing roles and the lack of male mentors, hinder the recruitment and retention of men in the profession [18]. The phenomenon of the “glass escalator,” where men in nursing are perceived to ascend to leadership roles more quickly, creates a paradox; while offering career advantages, it can alienate men from clinical caregiving roles, reinforcing stereotypes of technical competency over emotional labour [7]. In this context, Sumpter et al. [27] also point out the importance of diversity in nursing education and leadership, calling for intentional efforts to recruit and support men in nursing programs to address these systemic gaps.

Moreover, workplace discrimination and harassment persist as significant issues. Male nurses often report feelings of exclusion and difficulties establishing collegial relationships in predominantly female environments [7]. These experiences, coupled with higher rates of sexual harassment than their female peers, highlight the need for targeted interventions to foster inclusive and equitable workplaces [5]. Expanding mentorship networks and focusing on equity-driven initiatives could help mitigate these challenges and build a more inclusive nursing workforce [26]. Therefore, institutions must go beyond individual-level solutions and adopt comprehensive organisational measures aimed at promoting psychological safety, inclusive communication practises and transparent grievance procedures. Leadership accountability and routine monitoring of workplace culture should be an integral part of these efforts to ensure that inclusive values are not only stated, but actively practised.

The findings emphasize the urgent need for systemic reform to remove entrenched gender bias and support male nurses in their profession. Recruitment campaigns must prioritize changing societal perceptions of nursing as a gender-neutral profession and use tools such as the GEMINI scale to measure and mitigate gender misconceptions among nursing students [22]. These campaigns should also emphasize the diverse roles and opportunities of nursing and counter stereotypes that portray the profession as exclusively female or nursing-focused [28].

Institutions play a crucial role in promoting a favourable environment for male nurses. Key initiatives include introducing structured mentoring programmes to reduce feelings of isolation and creating opportunities for male nurses to take on visible leadership roles [5, 29]. It is equally important to address unconscious bias in the hiring and promotion of nurses, as research shows that such bias can marginalize male nurses and contribute to higher turnover rates [8, 29].

In addition, targeted strategies should aim to normalize the presence of male nurses in specialties such as paediatrics and obstetrics, where they are often underrepresented due to societal and institutional stereotypes [5, 30]. These efforts must also extend to combating discrimination and harassment in the workplace, which disproportionately affect male nurses and discourage them from continuing to work [5]. Furthermore, the nursing curriculum should include discussions of gender diversity to refute stereotypes early in students’ careers. Such strategies could include the integration of modules on gender roles and inclusion into basic nursing courses, the organisation of mentoring programmes with male role models and the promotion of inclusive clinical placements that challenge traditional gender expectations. This approach is supported by the use of validated instruments such as the GEMINI scale, which provides a robust framework for identifying and dispelling misconceptions [12, 22]. Together, these measures can help to break down harmful stereotypes and promote a more inclusive and equitable care workforce.

When compared with international studies using the GEMINI scale, the results from the present Slovenian sample indicate a relatively lower prevalence of stereotypical beliefs toward men in nursing. For example, Ramjan et al. [31] found a higher overall mean GEMINI score of 38.9 among Australian nursing students, while Xu et al. [12] reported moderate misconceptions among Chinese students, particularly in the “Emotionality” and “Masculinity” domains. In contrast, the Slovenian students in this study showed overall lower median GEMINI scores (Me = 33), suggesting weaker endorsement of gendered stereotypes. These results may indicate regional differences in gender perceptions or reflect the influence of recent educational policy discussions in Slovenia on diversity and inclusion. While no direct causal relationship can be established in the context of this study, the relatively lower agreement with gender stereotypes observed in the Slovenian sample suggests that shifts in societal discourse or curricular attention to gender equity in nursing education may be contributing factors. Further research would be required to confirm these influences and to investigate their extent and consistency between institutions. However, these findings also highlight that gender misconceptions are not absent, particularly among male students, who scored slightly higher on the GEMINI scale.

From an ethical perspective, these findings emphasise the moral obligation of nursing education and practise to actively combat gender stereotypes and discrimination. The persistence of misconceptions about male nurses not only undermines professional identity, but also violates the principles of justice, fairness and respect for the person that underpin ethical nursing practise [3, 32]. Addressing these stereotypes is therefore not just a social issue, but an ethical imperative that directly relates to quality of care, patient trust and equal access to professional opportunities. As Sumpter et al. [27] argue, educational strategies must consciously incorporate principles of diversity, equity, inclusion and anti-racism to support the broader goal of health equity. Specific ethical strategies could include mandatory ethics training that addresses implicit bias and gender equality, formal policy statements from schools of nursing that affirm a commitment to gender inclusion, and mechanisms for reporting and addressing gender discrimination or harassment in both educational and clinical settings. In this context, reframing nursing as a gender-equitable profession contributes to an ethical care environment in which all professionals can fully engage without prejudice or marginalisation [27].

Limitations

This study has several limitations that need to be considered. Firstly, due to the cross-sectional design, it is only possible to draw limited causal conclusions about the observed relationships between the variables. As the data were collected at a single point in time, the directionality of these relationships remains somewhat uncertain. Secondly, the convenience sampling method may limit the generalizability of the results. Participants were drawn exclusively from undergraduate nursing programs in Slovenia, which may not reflect the perspectives of nursing students in other cultural, educational, or institutional contexts. As such, the study’s findings should be interpreted with caution, particularly in relation to broader populations [33]. Thirdly, the use of self-report data harbours the possibility of response bias. Participants may have given responses that were influenced by social desirability and may have deviated from their true beliefs or attitudes. This type of bias is a known limitation in survey-based research and can influence the reliability of findings [34]. Although the GEMINI scale was previously validated and adapted to the Slovenian context, cultural nuances may have influenced participants’ interpretation of certain items, potentially affecting the reliability of the results. This demonstrates the importance of considering cultural variability in survey research to ensure the validity of adapted measurement tools.

Finally, the non-randomized sampling and the underrepresentation of male nursing students in the sample may have influenced the results, especially given the study’s focus on gender perceptions. This imbalance may limit the applicability of the conclusions to broader or more diverse populations, highlighting the need for more inclusive sampling in future studies. Future research should also consider longitudinal or experimental designs and include a more representative group of participants. Such approaches would address these limitations and provide deeper insights into gender dynamics and related factors in nursing education. Employing multi-method or mixed-method designs could also enhance the robustness of findings and help clarify the causal relationships between variables [35].