, Twitter: @JasTay10r Funding: Commissioned and funded by NHS Education Scotland (NES) Conflict of Interest: None declared Ethical Approval: Ethical approval was gained from each of the participating academic institutions for all locally conducted phases of data collection (Ethics numbers: SREC 2017010; SREC 2017034; STAFF003; STAFF009; SERP ref 10-04). Approval for the national school teacher survey was gained from one institution (SREC 2018004).

Background: The recruitment of men to pre-registration nursing programmes in many Western countries has remained static at approximately 10% per year. Aim: To identify the experiences and attitudes of men on pre-registration nursing programmes in Western countries and the barriers and enablers to their recruitment and retention. Design: Systematized rapid review. Methods: Searches were undertaken in Medline (Ovid), CINAHL (EBSCO) and PsychINFO (EBSCO) databases. Studies in English were included if they were from Western countries, were published since 2000 and related to men's experiences of, or attitudes to, applying for or studying pre-registration nursing. Included papers were quality appraised and findings were thematically analysed and presented in a narrative synthesis. Results: Records were de-duplicated and 2063 records were screened and 44 articles assessed for eligibility of which 23 articles relating to 22 empirical studies were included in the review. Findings were categorised into the following themes: recruitment experiences/reasons for studying nursing; gender experiences; barriers, difficulties and challenges with programme; and factors affecting retention. Conclusion: Evidence suggests that many men who come into nursing have a family member or acquaintance who is a nurse or that they have had contact with a male nurse as a patient or carer. Motivating factors such as financial security, career mobility and the opportunity to have a job in a caring profession were reported. Improved career advice at school is needed and shortened graduate programmes could be attractive. On programme, some clinical areas were easier for male students, while in others, treatment refusal could cause difficulties. Being in a minority and gender stereotyping can affect experiences. Ensuring equitable treatment, providing additional support and placements in clinical areas with more men could minimise these challenges. pre-registration programmes. For instance, in Scotland only 8-10% of students on pre-registration nursing programmes are male (Scottish Government, 2017). In the USA it is slightly higher at 15% (National League for Nursing, 2014), which may be associated with having a national nursing association specifically for men and national campaigns like the 20 × 20: Choose Nursing campaign which began in 2011 (Olin, 2011). Consequently men are significantly under-represented in the workforce, with men only accounting for 9-11% of the workforce in the

Epistemic virtues are character traits conducive to principled ways of thinking, leading to a life of flourishing. Recent years have witnessed an emergence of theoretical accounts describing how they develop. However, few if any studies have conducted rigorous empirical investigation into the mechanisms of intellectual virtue development. In this study, we review several significant frameworks before utilizing a randomized, pretest/posttest control trial design to understand the impacts of a novel thinking disposition intervention on intellectual virtue growth. We ascertain the direct and indirect effects of the intervention on four key intellectual virtues: curiosity, humility, integrity, and tenacity. Additionally, we test theoretical mediators of virtue learning. Clear evidence favoring a theory-inspired mediator is observed, though we observe weaker signals of direct effects, with nuances across the virtues. For instance, tenacity and curiosity variables appear to respond more to the intervention than do humility and integrity. Findings are discussed in light of contemporary theoretical perspectives.

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