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238their experiences in negotiating heterosexual liaisons in a peer culture of compulsory male-dominated heterosexuality is presented. A focus on peer influences on the development of a masculine identity is particularly important during adolescence as masculinity may be referenced by virtue of career success and one's capacity as a breadwinner in adulthood and in a more flexible way in older years (Diamond, 2006). In particular, what Measor, Tiffin, and Miller (2000, p. 101) have coined "the price [men] pay for their dominance," that is, the vulnerabilities and pressures that young men face in trying to live up to ideals of gendered normative expectations, is foregrounded in this article. Male vulnerabilities are accentuated in the course of the analysis in an effort to move away from traditional notions of male dominance and to lay bare more complex notions around male sexual perspectives that include uncertainty, apprehension, disquiet, and rejection. One of the themes that will be explored is the way in which the young men's quest to be adept at sexual technique is not merely rooted in self-serving motives to achieve sexual mastery but is linked to an aspiration to please a sex partner.Sexual health is inherently connected to gender and sexuality. It is not only concerned with the physical . . . but also with the social/cultural (for example, how young people behave with each other and with the opposite gender; how they negotiate their sexual and relationship desires) and with the emotional (for example, how young men and women develop in their social context and how they feel about themselves). (Blake, 2004, p. 155) With this broad definition of sexual health in mind, a qualitative analysis of young men's accounts of Young Men's Vulnerability in Constituting Hegemonic Masculinity in Sexual RelationsAbbey Hyde, BSocSc, MSocSc, PhD, RGN, Jonathan Drennan, BSc (Hons), MEd, RMHN, RPN, RGN, RNT, PhD, Etaoine Howlett, BSocSc, MSocSc, and Dympna Brady, BNS, MSc, RSCN, RGN This article reports on a qualitative analysis of the accounts of young men on their experiences of heterosexual encounters. Based on data collected in Ireland using 17 focus groups with 124 young men aged between 14 and 19 years (a subsection of a wider study), the manner in which intricate peer group mechanisms acted as surveillance strategies in regulating the young men toward presenting themselves in ways consistent with hegemonic manifestations of masculinity is explored. However, there were also elements of resistance to such a culture in the way in which sexual pleasure for some young men was derived relationally through giving pleasure rather than merely through mechanical, emotionally detached sexual acts that characterize hegemonic masculinity. In emphasizing male vulnerabilities such as uncertainty, fear, and rejection in the realm of sexuality, it is proposed that one must not lose sight of the broader context of male sexual dominance for which, as data indicate, men themselves pay a price.

This article reports on data from a wider study on adolescent sexuality in Ireland and focuses particularly on the topic of heterosexual experiences and how these experiences relate to sexual coercion. Data were gathered from 29 focus group interviews with 102 young women and 124 young men, and were analysed using a qualitative research strategy. Drawing on the concepts of social coercion and interpersonal coercion first introduced by Finkelhor and Yllo (1983), we argue that both female and male participants reported a general sense of social coercion to lose their virginity by a certain age. However, narratives of interpersonal coercion were far stronger in the case of the young women compared with their male counterparts, while the young men reported a particular type of social coercion that propelled them to subscribe to expectations of conventional heterosexual male behaviour. We argue that while the distinction between social coercion and interpersonal coercion is far from watertight, it is a useful conceptual tool in identifying broad variations in women's and men's sexually coercive experiences.

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Background/rationale.  In the Republic of Ireland, the amount of clinical teaching expected of staff nurses has increased substantially in the wake of the transfer of nursing education to universities, and the advent of supernumerary status for students. A modicum of previous research noted that staff nurses are unclear about their role in relation to facilitating the clinical learning of supernumerary students. Aims of the paper.  To explore staff nurses' perceptions of their role in the facilitation of learning for university‐educated diploma students in the clinical area and their attitudes towards these students. Design/methods.  Sixteen staff nurses were interviewed in depth using semi‐structured interviews. Data were analysed qualitatively, using content analysis, with the help of the software package NUD*IST. Findings.  Among the central themes to emerge, upon which this article is focused, was participants' perceptions of supernumerary status compared with rostered service for diploma students. Data suggested that the rostered status of students was generally favoured by staff nurses over and above supernumerary status because, unlike supernumerary students, rostered students did not disrupt the existing social structure within the clinical setting. Both structuration theory and role theory are drawn upon to explain the reproduction of the prevailing social structure, where the concentration is on getting through nursing work with little emphasis on the supervised learning of supernumerary students. Study limitations.  This study is constrained by eliciting only the views of staff nurses. Further studies are required of student nurses' experiences of rostered service and supernumerary status. Conclusions.  Because staff nurses are part of the system within which they work, they need to modify their role to include active student teaching as a legitimate component of that role.