Call to Action: Strategies to Address Gender-Associated Incivility in Nursing Education

Call to Action: Strategies to Address Gender-Associated Incivility in Nursing Education

To recruit more men into the nursing profession, schools of nursing must do more than increase their recruitment efforts. They should work to recognize the barriers that exist for males in an environment dominated by females, and implement targeted strategies to assist males in overcoming these barriers. These strategies must be multi-focused and sensitive to the documented issues experienced by males. This presentation will review gender-associated incivility as it exists in nursing, highlight the strategies implemented in one school of nursing as a result of attending a gender-associated incivility workshop. Audience members will also be given an opportunity to discuss practical tips on how to mitigate gender-associated incivility within their nursing programs.

Learning Objectives:

  • Identify specific issues, barriers, and challenges that male nursing students experience while enrolled in a pre-licensure education program.
  • Discuss strategies that may minimize issues, barriers, and challenges experienced by male nursing students.
  • Identify potential additional strategies with attendees to address gender-associated incivility in nursing education and practice.


Benjamin Smallheer, PhD, RN, ACNP-BC, FNP-BC, CCRN, CNE

Dr. Smallheer is the Lead Faculty for the AG-ACNP program at Duke University. He obtained his BSN from Florida State University in 1998, his MSN specializing as an Acute Care Nurse Practitioner from Vanderbilt University in 2004, his PhD from Vanderbilt University in 2011, and his post-graduate FNP from Tennessee State University in 2016. He actively practices with the Critical Care Medicine team in a mixed ICU in Raleigh, North Carolina. His scholarly work focuses on increasing the learning experiences of students through simulation, innovative embedded technology, and gender-based incivility in the academic environment.

Helen A. Gordon, DNP, CNM

Helen A. Gordon DNP, CNM; Duke School of Nursing. Helen Gordon received her BSN from the University of Arkansas College of Nursing, her MS in Parent-Child Nursing and Nurse-Midwifery from the University of Utah, and her DNP from Case Western Reserve University in 2012. Dr. Gordon’s entire career (45 years) has been in birth and women’s health. Before coming to Duke in 2005, she managed a grant for the American College of Nurse-Midwives in Washington, DC. For five years she was the state’s first technical specialist in nurse-midwifery care for the NC Office of Rural Health, assisting in the implementation of CNM-MD practices in rural North Carolina. She was the first nursing director in the U.S. to implement LDRP care in a tertiary setting. Gordon has developed a comphrensive Study Skills Course that is delivered to all incoming first semester students. She is one one of two faculty who works with academically “at risk” students while in the program thriought their completion of NCLEX. Gordon has received three teaching awards. She was selected by DUSON faculty to receive the Duke University School of Nursing Distinguished Teaching Award, and she received the DUSON Outstanding BSN Faculty Award from ABSN students in 2005 and 2011. Gordon’s scholarly interests are in the area of teaching and learning in adults and she is passionate about normal birth and the role that nurses play to keep labor normal and thereby influence birth. Dr. Gordon also teaches a mindfulness course for DUSON students, called The Mindful Nurse-Koru at DUSON.

Stephanie A. Gedzyk-Nieman, DNP MSN RNC-MNN

Dr. Stephanie Gedzyk-Nieman, DNP, MSN, RNC-MNN is an Associate Professor at Lewis University College of Nursing and Health Sciences. She has been a nurse educator for 15 years and currently serving on the American Association for Men in Nursing (AAMN) Foundation Board. She is a Certified Maternal-Newborn Nurse and through her role as a maternal-newborn nurse educator, Dr. Gedzyk-Nieman observed the struggles of her male students, which led her to further explore male nursing experiences for her DNP research. This work has been presented at both national and international conferences, published in peer reviewed journals, and lead her to her collaboration with Duke University School of Nursing faculty on gender based incivility in nursing education.

Margie Molloy, DNP,RN, CNE, CHSE

Margie Molloy DNP, RN, CNE, CHSE is an Assistant Professor and the Director of the Center for Nursing Discovery (CND) at the Duke University School of Nursing. Currently, Margie consults with faculty in the pre-licensure and advance practice programs to plan clinical laboratory experiences for nursing students, which include integration of the didactic component with hands on experience in the lab. Margie’s focus in the CND has been to make it a learner-centered environment. With the growth of simulation in nursing education, Margie is active in making students comfortable in this practice setting, with knowledge, skills and attitudes being transferable to the practice setting. She is involved in developing interprofessional collaborative experiences that focus on patient safety, effective teamwork and communication. She is interested in using innovative technologies to engage distance-based students in on campus simulation events as well as exploring strategies to augment reality. In 2016, Margie led the team effort that was successful in seeking accreditation for the simulation lab in the Teaching/Education Standard through the Society for Simulation in Healthcare. Margie’s work with the innovative use of telepresence robots for distance-based education has garnered local and national media coverage.