| 英文摘要 |
Purpose: Currently, there are few tools to examine perceived gender-friendliness barriers in nursing education programs. The purpose of this study was to develop and psychometrically assess gender-friendliness barriers in the Nursing Program Questionnaire.
Methods: A descriptive and cross-sectional study was designed. The study was conducted from May to June 2017. A total of 454 nursing students completed the Gender-Friendliness Barriers in Nursing Programs Questionnaire. Participants were recruited from four universities in Taiwan.
Results: Exploratory factor analysis yielded a three-factor structure (curriculum-related barriers–course and clinical practice course, barriers to clinical practice, and barriers to belonging) with a total of 20 items and explained 47.76% of the total variance. The Cronbach alpha coefficient for the three subscales ranged from 0.74 to 0.82. The Kaiser-Meyer-Olkin measure of sampling adequacy (0.86) and Bartlett’s test of sphericity (χ2 = 3386.578, p < 0.001) were accepted. A second-order confirmatory factor analysis was performed to assess the three dimensions and result in a better statistical fit of the data (RMSEA = 0.056). Regardless of gender barriers, participants indicated that the highest-ranking gender-friendliness barriers were curriculum-related barriers–course and clinical practice course.
Conclusion: A better understanding of the nature of male students and perceived ''gender-friendliness barriers'' by nursing students can help nursing educators improve teaching strategies for gender education. The Gender-Friendliness Barriers in Nursing Programs Questionnaire may be used to assess perceptions of gender-friendliness barriers. It can help nursing educators understand students’perceptions on gender-friendliness barriers in nursing programs, develop and adopt appropriate teaching strategies for nursing students. |
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