BEYOND THE BEDSIDE: MALE NURSE PRECEPTORS’ PERCEPTIONS OF FACULTY ROLES IN NURSING EDUCATION

Abstract

Abstract Background: The ongoing shortage of nursing faculty continues to limit program enrollment and workforce expansion. Male nurses remain underrepresented in nursing academia, despite their growing presence in clinical practice. Purpose: This qualitative descriptive study explored the perceptions of male nurse preceptors regarding nursing faculty roles and the factors influencing their interest in pursuing academic positions. Methods: Semi-structured interviews were conducted with nine male registered nurses who met inclusion criteria of active licensure, experience as clinical preceptors, and no current faculty appointment. Data were analyzed thematically using an inductive approach to identify recurring patterns and meanings. Results: Thematic analysis revealed six major themes: pathways into precepting, preceptor training, confidence and teaching style, distinctions between faculty and preceptor roles, interest in faculty roles, and qualities of effective educators. Participants developed strong teaching identities through clinical mentorship yet faced barriers such as inflexible educational requirements, limited mentorship opportunities, and competing personal obligations when considering faculty positions. Conclusion: Findings suggest that male nurse preceptors possess valuable teaching experience and motivation to enter academia but encounter systemic and structural challenges that limit their transition. Enhancing mentorship pathways, offering flexible academic preparation models, and promoting visible male role models in education may help address faculty shortages and strengthen gender diversity within nursing academia.