From student to RN: Newly graduated nurses' understanding and experience of discrimination in nursing education

Abstract

Background: Potential discrimination in nursing education is receiving increasing attention. However, little research exists on newly graduated nurses' understanding of and experience with discrimination in nursing education. Objectives: The study aims to uncover the newly graduated nurses' understanding of and experience with discrimination in nursing education in Jordan. Method: A qualitative inquiry using focus group discussions (n = 4) was conducted with a convenience sample of 32 newly graduated nurses. Results: Newly graduated nurses understood discrimination not only as perceived unfair grading and treatment but also as limited clinical placement opportunities and low social status among male students compared to their counterparts in medicine. Conclusion: Hospital stakeholders, nursing educators, and faculty should collaborate to create an inclusive and respectful learning environment for all nursing students, especially male students who may face unique challenges. Certain attitudes or behaviors—whether intentional or not—can contribute to experiences of discrimination, particularly during clinical training alongside medical students. Further research is needed to identify and clarify the factors that lead to these experiences in order to promote fairness and equity in nursing education.