ArticleBMC medical education2026
"From stereotyping to stethoscope": assessing the societal and cultural factors influencing males pursuing nursing and midwifery in an African University.
Article in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
backgroundNursing remains a predominantly female profession in many societies despite increasing efforts to promote gender diversity. Increasing male participation in nursing is important for workforce diversity and equity, inclusive professional representation, and strengthening healthcare delivery. Persistent societal and cultural stereotypes may influence male students' career choices, professional identity, and commitment to the profession. However, evidence on the experiences of male nursing students in Ghana remains limited. This study assessed societal perceptions influencing male students' choice of nursing, examined cultural beliefs shaping their perceptions of the profession, and determined self-acceptance among male nursing students at Kwame Nkrumah University of Science and Technology, Obuasi Campus, Ghana.
methodsA quantitative cross-sectional study was conducted in July 2025 among male Bachelor of Science Nursing students. Of 101 eligible students, a target sample of 81 was estimated using Slovin's formula, and all available eligible students were invited to participate. Eighty completed questionnaires were analysed. Data were collected using a structured, validated questionnaire and analysed using descriptive statistics and Pearson's chi-square tests in IBM SPSS version 26.
resultsMost respondents reported that nursing was perceived in their communities as a profession for women (71.3%), while 73.8% had experienced discouragement or negative comments because they were male nursing students. Nearly half (48.8%) indicated that nursing was culturally regarded as a female profession. Societal perceptions were significantly associated with selecting nursing as a first-choice programme (χ² = 12.677, p = 0.002). Cultural perceptions were not significantly associated with students' feelings towards nursing (χ² = 11.337, p = 0.079). Self-acceptance differed significantly across academic levels (χ² = 18.606, p = 0.005). Only 46.3% intended to practice nursing after graduation.
conclusionSocietal stereotypes and cultural expectations continue to shape male students' professional identity in nursing. Gender-inclusive education, mentorship, visible male role models, and public awareness may improve recruitment and retention. Findings should be interpreted cautiously because of the single-site, cross-sectional design and non-probability sampling.
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