ABSTRACT
BACKGROUND: In 2007, reforms by the Turkish government forced a rapid integration of male nursing students into previously all-female schools. The minimal amount of time for faculty preparation, little guidance from nursing leaders and the extant literature, and a societal context of patriarchy created unique challenges for faculty. OBJECTIVE: The purpose of this qualitative study was to explore and interpret the experiences of nursing faculty as they adapted to the sudden inclusion of men in schools of nursing. DESIGN: A qualitative descriptive study SETTINGS: Nine schools from six regions across Turkey PARTICIPANTS: 99 nursing faculty who were 22 to 55years of age, primarily female (97.8%), married (65.6%). METHODS: Focus groups were used to collect data. Data were analyzed using constant comparison and tripartite discussion. RESULTS: Analysis yielded three categories, seven themes, and seven subthemes describing variable experiences, perceptions, and adaptive strategies. CONCLUSIONS: The findings presented contradictions characterized by both optimism and concern following the rapid infusion of men into schools of nursing. Concerns primarily centered on the state of gender relations in a larger patriarchal society. The findings foster reflection and discourse as societies characterized by relatively rigid and traditional gender roles confront rapid cultural change and growing calls for diversity within nursing.
