Perceptions of the Maternal-Child Clinical Rotation: The Male Student Nurse Experience

Abstract

Although male student nurses have expressed their discomfort with beginning their maternal-child clinical experience, little actually is known about the nature and quality of their experience. To address this gap, a phenomenological study was conducted to investigate the experiences of 8 male student nurses who had completed their maternal-child rotation. Three theme clusters emerged: preconceptions about the maternal-child rotation, enduring the clinical experience, and surviving the clinical rotation. Students began their rotations with mixed feelings (e.g., dread, anxiety, apprehension, unknowing, fear of rejection). Maternal-child nursing was viewed by male students as a woman's domain, in which they were visitors. The students expressed concerns about meeting clinical objectives and personal goals because of their gender and possible misinterpretations of their care. Consequently, they undertook special precautions when performing postpartum assessments. Faculty played a significant role in clients' responses to the students and in providing a supportive learning environment. Faculty need to be cognizant of students' feelings as they plan clinical experiences. Identification of student concerns prior to the experience may be beneficial for enhancing the learning environment.