Development and Psychometric Testing of Gender-Friendliness Barriers in Nursing Programs Questionnaire

Purpose: Currently, there are few tools to examine perceived gender-friendliness barriers in nursing education programs. The purpose of this study was to develop and psychometrically assess gender-friendliness barriers in the Nursing Program Questionnaire. Methods: A descriptive and cross-sectional study was designed. The study was conducted from May to June 2017. A total of 454 nursing students completed the Gender-Friendliness Barriers in Nursing Programs Questionnaire. Participants were recruited from four universities in Taiwan. Results: Exploratory factor analysis yielded a three-factor structure (curriculum-related barriers - course and clinical practice course, barriers to clinical practice, and barriers to belonging) with a total of 20 items and explained 47.76% of the total variance. The Cronbach alpha coefficient for the three subscales ranged from 0.74 to 0.82. The Kaiser-Meyer-Olkin measure of sampling adequacy (0.86) and Bartlett's test of sphericity (χ^2 = 3386.578, p < 0.001) were accepted. A second-order confirmatory factor analysis was performed to assess the three dimensions and result in a better statistical fit of the data (RMSEA = 0.056). Regardless of gender barriers, participants indicated that the highest-ranking gender-friendliness barriers were curriculum-related barriers - course and clinical practice course. Conclusion: A better understanding of the nature of male students and perceived "gender-friendliness barriers" by nursing students can help nursing educators improve teaching strategies for gender education. The Gender-Friendliness Barriers in Nursing Programs Questionnaire may be used to assess perceptions of gender-friendliness barriers. It can help nursing educators understand students' perceptions on gender-friendliness barriers in nursing programs, develop and adopt appropriate teaching strategies for nursing students.