Perceptions of Gender Bias Faced by PHCM 2nd Year Male Nursing Students in OB Ward Patient Care

Abstract

This descriptive qualitative study explored perceptions of gender bias experienced by Level II male nursing students from Perpetual Help College of Manila during their OB ward clinical rotations. Grounded in Jean Watson’s Theory of Human Caring and Madeleine Leininger’s Culture Care Theory, the research used purposive sampling to recruit approximately 12 male nursing students and collected data through one-on-one semi-structured interviews lasting 25 to 30 minutes. Audio recordings and field notes were transcribed and analyzed using thematic analysis to identify recurring patterns and meanings. Findings revealed five key themes: awareness and recognition of gender bias; task assignment based on gender; limited clinical exposure to intimate OB procedures; coping mechanisms used by students; and suggestions for more inclusive practice. Many participants reported that patient discomfort and prevailing gender expectations often resulted in female nursing students being prioritized for intimate procedures while male students were more often given physically demanding or supportive tasks. These patterns contributed to reduced hands-on learning opportunities and lower confidence in performing essential OB skills among some male students. At the same time, participants demonstrated resilience by using strategies such as careful consent-seeking, coordination with female classmates, active volunteering, and seeking mentorship. Based on these findings the study recommends implementing gender sensitivity training for clinical instructors and staff, orienting patients about the role of male nurses, in obstetrical care, creating institutional guidelines that ensures equitable task distribution, rotating procedure assignments so students gain balanced experience, expanding simulation-based training for male students before clinical exposure, and establishing peer mentoring or shadowing opportunities with both male and female nursing students. These measures aim to foster an inclusive learning environment where assessment is competency-based and all students have equitable access to essential OB experiences. The study concludes that addressing institutional and cultural factors will enhance student clinical competence and professional development while supporting high quality, patient-centered.