Nurses play a critical role in healthcare systems by promoting health, preventing disease, treating illnesses, and providing rehabilitation services. Historically, nursing has been viewed as a female-dominated profession (Hanxiao & Xiao, 2022), a perception rooted in the exclusion of men from early nursing education, as advocated by Florence Nightingale. These long-standing gender misconceptions continue to influence modern sociocultural norms about nursing.

Increasing the number of men in nursing is essential for several reasons. A more gender-diverse nursing workforce can better reflect the populations it serves, promote inclusivity, and help break down persistent stereotypes that label nursing as a female-only profession (Sullivan, 2000). Additionally, male nurses can provide culturally appropriate care to certain patient populations who may prefer or require same-gender healthcare providers, especially in conservative societies (McMullan et al., 2025). Expanding male representation in nursing also helps address the global nursing shortage by tapping into a broader pool of potential healthcare providers, ultimately strengthening healthcare systems worldwide (Subu et al., 2022).

Although attention to the personal, academic, and professional experiences of male nursing students has grown, research on this group remains limited (Hanxiao & Xiao, 2022). Male nursing students often face significant stressors that can undermine self-esteem, reduce academic motivation, and lead to poor academic and professional adjustment (Hwajin et al., 2022). Factors contributing to these challenges include gender stereotypes, unsupportive clinical environments, and a lack of peer inclusion (Powers et al., 2018; Subu et al., 2022).

In classroom and clinical settings, male students often experience isolation and bias, with some reporting discriminatory treatment by instructors and limited patient care opportunities (Powers et al., 2018). In clinical male students fear that acts of care may be misinterpreted, further increasing their stress (Raman et al., 2020).

Globally, men remain underrepresented in nursing, with a male-to-female nurse ratio of 1:19 (Jayapal & Arulappan, 2020). In Oman, male enrolment in nursing programs increased to 15 % of total annual enrolment by 2013 (Al Touby et al., 2019), with the number of Omani male nurses rising significantly between 1990 and 2018 (Ministry of Health, 2018). Incentives such as free education and stipends have been introduced to attract more male students (Al Maqbali et al., 2019).

Despite these efforts, male nursing students continue to face significant barriers, including stereotypes, discrimination, and limited career opportunities (Mahadeen et al., 2017). Understanding their experiences is vital, as patient satisfaction with male nurses is high and the need for male representation in nursing is increasingly recognized (Subu et al., 2022).

The underrepresentation of men in nursing has drawn increasing attention in recent research, highlighting the need to better understand the experiences and challenges of male nursing students. Several studies emphasize that gaining insights into these experiences is essential for improving recruitment, retention, and success rates among male students in nursing programs (Layak et al., 2021; Whitford et al., 2020; Zamanzadeh et al., 2013). Understanding their perspectives can also help institutions develop strategies to create more inclusive educational environments (Hanxiao & Xiao, 2022; Hwajin et al., 2022).

Globally, despite the growing need for nurses, men continue to make up a small proportion of the nursing workforce. Research has identified several factors influencing male students' decision to pursue nursing, including a desire to help others, the influence of family members, mentors, or societal role models, and the availability of stable employment opportunities (Hanxiao & Xiao, 2022). However, male nursing students often face significant barriers during their education, such as gender bias, stereotyping, and discrimination (Hanxiao & Xiao, 2022; Moutoussidis, 2021; Powers et al., 2018).

Studies across Middle Eastern countries have shown consistent findings regarding the experiences of male nursing students. For example, in Jordan, Mahadeen et al. (2017) found that male students viewed nursing as both “wonderful yet challenging,” emphasizing that negative societal stereotypes remained a significant obstacle throughout their education. Similarly, research conducted in Saudi Arabia by Banakhar et al. (2021) revealed that cultural preferences favoring female nurses, patient attitudes, and clinical placement experiences shaped male students' perceptions of nursing as a career (Banakhar et al., 2021). However, the study also noted that increased exposure to positive representations of nursing through social media helped to improve community perceptions.

In the United Arab Emirates (UAE), Subu et al. (2022) explored the experiences of 30 male nursing students and found that participants held a generally positive view of nursing as a vital and humanitarian profession. Students reported that financial incentives and role models, particularly family members and mentors, strongly influenced their decision to choose nursing. Nonetheless, sociocultural stereotypes that frame nursing as a feminized profession continued to pose barriers to fully embracing nursing as a career.

Parallel to findings from other Middle Eastern countries, male nursing students in Oman remain a minority and encounter significant challenges tied to cultural norms. Raman et al. (2020) reported that male students frequently faced exclusion from specific clinical areas, such as maternity and pediatric units, due to cultural and religious sensitivities. To mitigate these challenges, Omani nursing institutions have implemented simulation programs to enhance students' clinical skills. While simulations provided valuable learning opportunities, students noted limitations such as technical issues and the lack of real patient interaction (Raman et al., 2020).

Across these studies, the common theme was; while male nursing students are motivated by humanity, employment prospects, and role models, they face persistent barriers related to gender-based discrimination and societal stereotypes. Importantly, although the challenges faced by male nursing students have been documented both internationally and regionally, no study has specifically explored the experiences and challenges of male undergraduate nursing students within the unique educational system and cultural nuances of Omani society.

Thus, this qualitative study aims to fill this gap by exploring the lived experiences of male Omani nursing students. The findings will contribute to the development of targeted strategies to enhance male student recruitment, retention, and professional development within nursing education programs in Oman.

What motivates male students in Oman to choose nursing as a career?

In what ways do male nursing students experience personal and professional growth throughout their education?

What gender-related challenges do male nursing students face during their academic and clinical training?