Experiences of male nursing students navigating pediatric clinical training: a qualitative descriptive study

Nursing education has expanded to provide equal opportunities for male and female students. However, male nursing students encounter challenges in clinical training due to cultural norms that may limit their access and interactions with patients and their families. This study aimed to explore male nursing students’ experiences during pediatric clinical training. A qualitative descriptive design was employed. A sample of 14 male baccalaureate nursing students who completed the pediatric clinical course was recruited from a single institution in the western region of Saudi Arabia. Data were collected using semi-structured interviews. Inductive, semantic, and reflexive thematic analysis was used for data analysis. The findings revealed four main themes: (a) the interplay of emotions, (b) navigating sociocultural and gender-based stereotypes, (c) facilitators of learning, and (d) professional development and future preferences. Restricted clinical access was most commonly attributed to caregiver refusal, particularly by mothers, while simulation and faculty support were perceived as facilitators of pediatric clinical training. The findings describe participants’ reported experiences and may inform the development of culturally responsive educational strategies. Further research across other institutions and regions is required to confirm the broader relevance of these findings.