Sex-role identity and self-esteem in female graduate nursing students

Gauthier, Joyce; Kjervik, Diane K.

doi:10.1007/bf00287673

Cited by 11 publications

(5 citation statements)

References 11 publications

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“…This new trend illustrates that the benefits of a solely feminine Gender Identity in these roles is under question. Gauthier and Kjervik (1982) [78] for example, claim that nurses are increasingly required to be assertive, ambitious, and independent -all skills traditionally attributed to men. The ability to retain such masculinity may therefore attract men to jobs previously seen as inaccessible.…”

Section: The Advent Of the 'Manny'mentioning

confidence: 99%

Androgyny in the Mirror of Self-Actualisation and Spiritual Health

Ivtzan¹,

R²

2009

TOPSYJ

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This study evaluates issues concerning the potential relationship between androgyny (incorporating both male and female features) and Self-Actualisation (fulfilment of one's fullest potential) while evaluating their role in feminine and non-feminine occupations. 119 participants (half employed in Traditionally-Feminine occupations and the other half in Non-Feminine jobs) answered the Bem Sex Role Inventory (BSRI) and the Personal Orientation Inventory (POI). Those deemed to possess an Androgynous Gender Role, by the BSRI, were found to be significantly more Self-Actualised across almost the entire range (ten out of twelve) of the POI scales, than those of Non-Androgynous Gender Identities. Thus, the long argued and conflicting assertion for the Self-Actualising benefits of an Androgynous Gender Identity are supported by the current study. No differences were found between the prevalence of Androgyny or achievement of Self-Actualisation between the Experimental (those employed in typically-female fields) and Control (those engaged in traditional-gender or gender-non-specific work) occupation groups; although significant lower numbers of Masculine Men in the Experimental group do verify that Gender Roles continue to be an influential occupational factor.

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Section: The Advent Of the 'Manny'mentioning

confidence: 99%

Androgyny in the Mirror of Self-Actualisation and Spiritual Health

Ivtzan¹,

R²

2009

TOPSYJ

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“…Self-esteem is usually assessed as medium to low by nursing students, as compared with other students (e.g., psychology students [45]) and the general population [44,46,47], or by intragroup comparison [48][49][50][51][52][53]. Moreover, self-esteem appears to decline during undergraduate nursing education (preregistration courses) [33,34,[54][55][56][57][58][59][60][61][62].…”

Section: Self-esteem In Nursing Studentsmentioning

confidence: 99%

“…Positive correlation with nursing student self-esteem Negative correlation with nursing student self-esteem Relational abilities: assertiveness [41,78], ability to communicate [56] Mental health indicators: despair or depression [47,59,64,84,85,87,88], mental illness [87,89], stress [43,58,70,82], state anxiety [43,53,59,63] Feeling management: emotional intelligence [78], effective coping [57,70,[79][80][81][82] and effective feeling management strategies [83], anger management [64,68] Relational characteristics: negative relationships [89], aggressive behaviours [90] Self-evaluation: self-perception, ability to self-assess, self-efficacy [40] Personal characteristics: youth [46], female gender [46,50] Personal characteristics: religious beliefs [84,85], familial cohesion, social and emotional support [80,82,83], health status in general [82] or good mental health [63,81] Attrition, via self...…”

Section: Mruk's Two-dimensional Conception Of Self-esteemmentioning

confidence: 99%

Exploring Nursing Student Self-esteem and its Relationship to Clinical Competence Development: Protocol for A Multiphase Convergent Mixed Methods Study

Dancot

Pétré

Detroz

et al. 2020

Int J Nurs Clin Pract

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“…Nursing students usually assess their self‐esteem level as medium to low (Choi, 2016; El‐wahab & Eita, 2015; Ferreira Furegato et al, 2008; Gauthier & Kjervik, 1982; Gomes Lima et al, 2017; Megahed & Mohammad, 2014; Suliman & Halabi, 2007) compared with other students (e.g. humanities students (Farid et al, 2017) or university students in general (Gomes Lima et al, 2017), using the same scale).…”

Section: Introductionmentioning

confidence: 99%

“…Some factors are common to both self‐esteem and dropout, including age (Hallsten et al, 2012; Shelton, 2012), gender (Gauthier & Kjervik, 1982; Hallsten et al, 2012; Shelton, 2012), socioemotional support (Brajsa‐Zganec et al, 2017; Karaca et al, 2019; Shelton, 2012; Yildirim et al, 2017), self‐efficacy (Bryer et al, 2015; Shelton, 2012) and stress or stressful events (Edwards et al, 2010; Eicher et al, 2014; L. C. Hughes et al, 2003; Lees & Ellis, 1990; Lo, 2002; Yildirim et al, 2017). But past studies have looked at self‐esteem and dropout separately.…”

Section: Introductionmentioning

confidence: 99%

Exploring the relationship between first‐year nursing student self‐esteem and dropout: A cohort study

Dancot

Pétré

Dardenne

et al. 2021

Journal of Advanced Nursing

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Aim To describe nursing student self‐esteem prior to the influence of nursing education and to explore the relationship between self‐esteem and dropout. Design Cohort study. Methods At the beginning of their first year of study, in October 2017, 464 nursing students completed a questionnaire that assessed their self‐esteem level via Tafarodi & Swann Scale and self‐esteem profile following Mruk's model, along with sociodemographic information, state anxiety, self‐efficacy, intention to continue and social support. One year later, data on grades and re‐enrolment were collected. Multivariate analyses explored the factors influencing self‐esteem level (multiple regression), self‐esteem profile (multinomial logistic regression) and dropout (binary logistic regression). Results/Findings The mean level of self‐esteem was 50.8 (9.0), scale of 16 to 80. Forty‐nine per cent of self‐esteem profiles were classified as ‘high’, 20.1% as ‘defensive acceptance based’, 11.2% as ‘defensive achievement based’ and 19.6% as ‘low’. State anxiety (p < 0.0001), self‐efficacy about completion of the nursing programme (p < 0.0001) and self‐efficacy about internship (p < 0.0001) were associated with self‐esteem. The dropout rate was 21.5%. Self‐esteem level (p = 0.039) and academic performance (p < 0.0001) were associated with dropout. Conclusion While nursing student self‐esteem is often described as low, we know little about its baseline before entering the nursing programme and the factors that influence it. The dropout rate among first‐year nursing students is high, but self‐esteem is rarely explored as a possible explanation. We found that students had medium, and potentially fragile, self‐esteem when starting their nursing education, and that self‐esteem was associated with dropout. Impact Given that association and the impact of self‐esteem on well‐being and professional behaviour, educational institutions should foster self‐esteem both generally and in students with anxiety or low self‐efficacy. Future research should explore nursing student self‐esteem using a longitudinal mixed methods approach. Society should value nurses and nursing students.

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Sex-role identity and self-esteem in female graduate nursing students

Cited by 11 publications

References 11 publications

Androgyny in the Mirror of Self-Actualisation and Spiritual Health

Androgyny in the Mirror of Self-Actualisation and Spiritual Health

Exploring Nursing Student Self-esteem and its Relationship to Clinical Competence Development: Protocol for A Multiphase Convergent Mixed Methods Study

Exploring the relationship between first‐year nursing student self‐esteem and dropout: A cohort study

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