Assignment: Demographic Characteristics

Assignment: Demographic Characteristics
Assignment: Demographic Characteristics

Demographic Characteristics of the Participants

The participants consisted of 55 male and 95 female students. A majority was in the age range of 20 to 25 years (male students = 81.8%; female students = 92.6%; Table 1) and in the fourth year of their academic program (male students = 71%; female students = 61%). All were unmarried. Both genders had a “significant interest” in nurs- ing after completing their practice (male students = 45.5%; female students = 61.1%). A few expressed having “not much interest” in nursing (male students = 36.4%; female students = 12.6%). A majority was “willing” to do nursing work after graduation (male students = 67.3%; female students = 83.2%), whereas a minority was “unwilling” (male students = 32.7%; female students = 16.8%).

Table 1.

Demographic Data of Nursing Students (N = 150)

Table 2.

Comparison of Role Strain in the Obstetricai Setting Between Genders (N = 150)


Age (years) 20-25

26-30 Program year

Third year

Fourth year Marital status


Married Interest in nursing after

completing practiee Not interested Not much interested Interested

Very interested Willing to do nursing work

after graduation Yes



45 10

16 39

55 0

5 20 2 5 5

37 18

29.0 37 7L0 58 61.0

100.0 95 100.0 0.0 0 0.0

9.1 6 6.3 36.4 12 12.6 45.5 58 61.1

Men (n = 55)

Women (« = 95) % n %

81.8 88 92.6 18.2 7 7.4

Comparison of Role Strain in the Obstetrical Setting Between Genders

Results of the four role strain subscales (role overload, role conflict, role incongruity, and role ambi- guity) are presented in Table 2. Male students had sig- nificantly higher mean scores than did female students in role conflict {t = 2.19, p < .01), role incongruity (t = 5.55, p < .001), role ambiguity (t = 2.06, p < .05), and overall scale total (i = 2.95, p < .05). Gender-Based Analysis of Four Attitudes During Practical Experiences in an Obstetrical Area The four related attitudes regarding obstetrical prac- tice of the two genders are presented in Table 3. The mean scores of aftitude toward clinical instructors (/ = 2.70, p < .01), toward healthcare providers (t = 2.87, p < .01), toward clients and their families (i = 7.16, /? < .001), and toward the stereotyped viewpoint about the gender and occupation roles {t = 4.19, p < .00\) of male nursing students were all significantly higher than those of female nursing students indicates that male nursing students scored negatively on these four attitudes. You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes. Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages. Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor. The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

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