The Lived Experiences of Male Nurses in Nursing Education: A Hermeneutic Phenomenological Study

The purpose of this hermeneutic phenomenological study was to discover the lived experiences of male nurses currently in nursing academia to determine what attributes draw them and keep them in academic roles. The phenomenon was viewed through the lens of interpersonal relations theory, social learning theory, and hermeneutic phenomenology, looking for similarities and differences to discover the population’s views, beliefs, and experiences. The sample included 21 male nurses currently teaching in nursing programs. Semi-structured interviews, focus groups, and observations collected through field notes allowed for an in-depth understanding of the lived experiences of male nursing faculty. The data were analyzed using interpretive phenomenological analysis to develop personal and group experiential themes. Five group experiential themes emerged from the data: career motivation and pathways, professional development, work–life balance, mentorship and support, and finally, visibility and representation. Insight gathered by this study can help leaders in nursing academia recruit more male nurses in academia. The study found that the lived experiences of male nurses in nursing academia are very positive and have great potential for improved work–life balance and career progression.