NR 500 Week 3 Addressing Bias

Student Name

Chamberlain University

NR-500: Foundational Concepts & Applications

Prof. Name:

Date

Introduction

Bias in nursing education refers to preconceived notions or stereotypes that shape attitudes and behaviors toward individuals or groups. Within academic and clinical settings, nurse educators may consciously or unconsciously exhibit biases that influence student learning and performance. According to Sparks (2016), biases held by educators can lead to differential expectations and overly critical assessments, which may contribute to either implicit or explicit bias. Implicit bias operates at an unconscious level, affecting interactions without the individual’s awareness, while explicit bias involves deliberate prejudices. Both forms of bias can negatively impact the educator-student relationship and educational strategies, creating disparities in student outcomes. This paper explores bias in nursing education, particularly gender bias, discusses personal biases toward male nursing students, and proposes strategies to minimize bias while fostering an inclusive learning environment.

Discussion of Bias

The process of selecting a specialty in nursing education presents numerous challenges, one of which is the presence of biases that can shape student experiences. Gender bias, in particular, is a significant issue that disproportionately affects male nursing students. Since men represent a minority in nursing programs, they often encounter stereotypes and biases from both faculty and peers. Research indicates that male nursing students frequently feel isolated, receive heightened scrutiny, and experience stricter treatment than their female counterparts (Powers, Herron, Sheeler, & Sain, 2018). These biases, whether intentional or unintentional, can hinder the academic and professional growth of male students by limiting their opportunities and shaping their educational experiences in a restrictive manner.

Personal Bias

Throughout my professional experience as a nurse educator, I have recognized an explicit bias in my perception of male nursing students. This bias originates from observations made during clinical preceptorships, where male students appear less engaged in certain aspects of patient care, particularly in providing emotional support or performing personal care tasks. Such experiences have contributed to the stereotype that male nursing students may lack the compassion or engagement necessary for these sensitive responsibilities. Acknowledging this bias is essential for fostering a more equitable learning environment. By addressing these preconceived notions, I can work toward offering all students equal opportunities for growth and professional development.

Table Format

Addressing Bias in Nursing Education

Topic	Discussion	Personal Insight
Introduction	Bias in nursing education can negatively affect student learning and engagement, shaping perceptions and influencing performance.	Understanding different types of bias allows for self-reflection and improvement, ensuring fair treatment for all students.
Discussion of Bias	Male nursing students often experience gender-based bias, leading to feelings of isolation and differential treatment in clinical and academic settings.	Gender bias in nursing education can discourage male students from continuing in the field, emphasizing the importance of fostering an inclusive and supportive environment.
Personal Bias	An explicit bias assumes that male nursing students are less compassionate and engaged in personal and emotional patient care.	Recognizing personal bias is crucial for fostering a fair and supportive learning environment. Reflection and self-awareness can help in developing a more balanced approach to mentoring male nursing students.

Strategies to Reduce Bias

One effective method to address personal bias is self-awareness. Engaging in mindfulness and reflecting on automatic thoughts and reactions can help mitigate biased judgments. For example, consciously questioning why a particular student is perceived more favorably than another can promote fairer treatment. Since explicit biases are consciously recognized, they can be actively managed to ensure equitable educational practices. Avoiding stereotypes and treating each student as an individual with unique strengths and challenges is also essential. Furthermore, collaborating with male nurses as mentors can provide valuable perspectives on minimizing gender bias in nursing education.

Self-Reflection

Through self-reflection, I have gained insight into areas where my biases may have influenced interactions with students, particularly male nursing students. Recognizing these biases has helped me become more conscious of their potential impact on student experiences. To promote an inclusive and equitable learning environment, I am committed to implementing fair teaching practices and pursuing professional development opportunities, such as workshops on diversity and inclusivity. Additionally, working with male nurse mentors can offer students positive role models while helping me refine my approach to mentorship. Addressing personal biases is crucial in creating a supportive and unbiased educational experience for all students.

References

Powers, K., Herron, E. K., Sheeler, C., & Sain, A. (2018). The lived experience of being a male nursing student: Implications for student retention and success. Journal of Professional Nursing, 34(6), 475–482. https://doi.org/10.1016/j.profnurs.2018.04.002