“We have a place, and we are present”: the journey of male nursing students through obstetric clinical training in Saudi Arabia: a mixed-methods study

Abstract

Background: Clinical training is important in nursing education that bridges theoretical knowledge with hands-on patient care. However, male nursing students in Saudi Arabia face unique challenges in obstetric clinical training, particularly in conservative cultures where gender norms limit their exposure and restrict access to obstetric settings hinders the acquisition of essential obstetric nursing skills. Aim: This study sought to explore third year male nursing students’ experiences in nursing obstetric clinical training at a university in an urban area in Saudi Arabia. Methods: An exploratory sequential mixed-methods design (thematic analysis and cross-sectional survey) was employed, targeting third-year male nursing students who had completed the obstetric nursing course with a final grade. The study was conducted in three phases. The first phase aimed to enhance obstetric clinical training for 72 male nursing students. The second phase involved 14 qualitative interviews guided by a semi-structured tool, which was developed based on the experiences of clinical instructors. In the third phase, a survey developed based on the interview findings, was completed by 62 students. Thematic analysis, following Braun and Clarke’s (2008) framework, was used to analyze the interview data, while descriptive statistical analysis was conducted for the survey. Results: Four main themes emerged from the interviews: (a) Experiences in clinical training: students’ reflections; (b) Challenges encountered in clinical practice; (c) A shift in attitudes and perspectives before and after clinical training; and (d) Enhancing clinical practice: students’ reflections and recommendations. Results from the survey reinforced some aspects of these identified themes. Conclusion: Results from the interviews and surveys showed that, although male nursing students reported positive experiences, they still face considerable challenges in their clinical practice. Nursing colleges and clinical instructors need to recognize and address these challenges by adopting innovative, evidence-based teaching strategies.