This study explored men's experiences in nursing. A qualitative research design was utilized to examine (a) the stressors experienced by male nurses, (b) the strategies male nurses use to cope with these stressors, (c) the factors that motivate men to pursue a career in nursing and (d) what motivates men to remain in the profession. Six participants were conveniently and purposively selected from a range of nursing positions including cardiac, intensive care unit, theater, and general nursing to participate in semi‐structured interviews detailing their experiences. Thematic analysis of the interview data revealed that male nurses still experience gender role conflict, feelings of exclusion, and numerous other stressors working in a female‐dominated occupation. Despite these challenges, participants reported that they experienced a great sense of satisfaction in their nursing careers. Further development of educational programs aimed at challenging and breaking down the perceived social stigma regarding men entering the profession may assist in recruiting more men into nursing roles. At a broader policy level, the development of more effective strategies to prevent and manage stress may assist health care agencies to deliver more gender diverse care and retain more men in the profession.

Interprofessional education (IPE) requires health students to learn with, from and about each other in order to develop a modern workforce with client-centred care at its core. Despite the client centred focus of IPE, training programs often utilize standard approaches across student cohorts without consideration of discipline, sociodemographic and personality variability that attract students to different health disciplines. Knowing the students who engage in IPE to tailor training may prove as beneficial as knowing the client to delivered individualized client centred care in interprofessional practice (IPP). This research investigates whether students commencing undergraduate nursing and paramedicine degrees ener training with existing demographic and personality differences and, if these are associated with different attitudes towards health care teams and interprofessional education. This online study recruited 160 nursing and 50 paramedicine students in their first week of their undergraduate course. Students completed questionnaires regarding their background, personality (General Perceived Self Esteem Scale, International Mini Markers) and the attitudes towards health care teams scale (ATHCTS) and interprofessional education perception scale (IEPS). Results show that commencing nursing and paramedicine students are demographically different on education, gender, speaking a language other than English at home (LOTE) and their own experience with healthcare. The results further demonstrate that LOTE, discipline being studied and personality factors play a role in perceptions regarding interprofessional training whilst discipline being studied impacted on attitudes towards health care teams in the workforce. These results highlight a number of existing personal and psychological differences between individuals who choose to train in these selected professions. This suggests a need for tertiary education IPE programs to move towards tailoring their education to value this student diversity in the same client centred manner that students are asked to develop clinically.

Online activity has become increasingly prevalent worldwide, raising concerns about potential online behavioral addictions (e.g., problematic social media use, disordered online gambling, internet gaming disorder, and problematic internet use in general). The aim of this study was to conduct a longitudinal network analysis of symptoms associated with online behavioral addictions to examine their interrelations and potential differences across one’s biologically assigned gender (i.e., male, female). An online community sample of 462 adult participants (28.5% women, 69.5% men) completed self-rating questionnaires across two time-points one year apart. Participants’ responses were assessed with Least Absolute Shrinkage and Selection Operator regularized partial correlations (EBICglasso) and invariance methods. Gender differences were observed, with online gaming symptoms showing higher centrality in men and disordered social media use in women. Additionally, disordered gaming and internet use symptoms were highly influential, followed by online gambling, and social media use. Longitudinal differences were observed across genders, suggesting their different vulnerability to problematic behaviors associated with online activities. Additionally, mood modification associated with disordered internet use and impairment due to disordered gaming were highly influential in longitudinal measures, increasing the likelihood of developing coexisting or persistent symptoms of internet use disorders over time. Conclusions and implications are addressed considering the emerging literature.

Contemporary culture is increasingly characterised by postfeminist and neoliberal sentiment, presenting a very complex, and contradictory context for young women to navigate. Schools represent one of the key places in which young people can learn, enact and potentially resist sociocultural norms and inequalities in relation to gender. For young women these spaces provide opportunities to negotiate and challenge essentialist ways of ‘doing’ gender. Informed by social constructionism and feminist poststructuralist understandings, the current paper draws on findings of an ethnographic study conducted within an all-girls secondary school. This study explored the everyday practices and discourses related to normative femininities and successful girlhood embedded within this setting. Data was collected from eleven students (8 semi-structured interviews; one focus group) and three teachers (semi-structured interviews). Field notes and archival data were also collected. The safe space concept was used to interrogate and discuss the opportunities and limitations school settings present for young women in their negotiation of normative femininities. It was found that the girls-only context, the promotion and presence of feminist ideals and the valuing of student voice characterised this school setting as a potential safe space for at least some students. Findings also highlighted that the prevalent reinforcement of normative femininities and the focus on academic achievement had implications for the ways in which students participated within this space. The opportunities, challenges and limitations of educational settings as safe spaces for young women will be interrogated.

In order to increase women’s participation in leadership roles, an understanding of what barriers exist to inhibit female leadership development and what best practices can foster leadership in young women is needed. This qualitative study explored the leadership perspectives and experiences of eight young women (aged 14–16 years) who participated in a community-based youth leadership programme in Australia. Findings indicated that participants distinguished between believing they had the potential and skills to lead and having the confidence to say they are leaders. Gender socialization and implicit leadership beliefs influenced their understandings and perspectives of leadership and their willingness to pursue leadership. They identified the importance of female youth ‘finding their voice’ and not ‘holding back’. This study has significant potential organizational and community applications. Education and participation in community leadership programmes can be used as an opportunity to confront gendered assumptions, and better prepare young women for different types of leadership roles and foster their ability to be agents of social change.