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Problem-based learning and masculinities : unique opportunities for Mr. Fix It? Well, maybe

Oliffe, John 2001, Problem-based learning and masculinities : unique opportunities for Mr. Fix It? Well, maybe, The Australian electronic journal of nursing education, vol. 7, no. 2, pp. 1-9.

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Title Problem-based learning and masculinities : unique opportunities for Mr. Fix It? Well, maybe
Author(s) Oliffe, John
Journal name The Australian electronic journal of nursing education
Volume number 7
Issue number 2
Start page 1
End page 9
Total pages 9 p.
Publisher Southern Cross University, School of Nursing & Health Care Practices
Place of publication Lismore, N.S.W.
Publication date 2001-07
ISSN 1322-8676
Summary I watched a smoker of 30 years being admitted to the Coronary Care unit following an acute Myocardial Infarction (heart attack). The message from the male clinician was simple, accurate, but somewhat behaviourist: " the death of part of your heart muscle is the result of your smoking, if you don’t stop smoking the damage will continue and you will die." A global, proactive and humanistic consultation demonstrating an understanding of the man’s addiction to a legal and accessible drug and illuminating prevention strategies may have been more appropriate. Maybe the interaction was about competing masculinities, the risk taker and the problem solver. The irony? As I left the hospital that night I observed the same clinician strategically positioned in a secluded hospital doorway drawing heavily on a cigarette. Hypocrite? No, invincible late 20’s male? Maybe. Smoking was someone else’s problem – at least today.

In my 16 years as a clinician such scenarios are common. Clinical practice based predominantly on problem solving potentiates hegemonic masculine approaches to treating men in clinical practice, often justified by limited health resources and increasing patient acuity. Ironically, Problem-based Learning (PBL) curriculums commonly used in health sciences higher education encourages, nurtures and rewards such problem solving approaches. As a teaching academic with current clinical practice it occurs to me that health science education and PBL has an opportunity if not obligation to empower clinicians to establish holistic approaches to male health presentations.

This paper explores the interconnections of Problem-based Learning (PBL) curriculums, health promotion, male nurses’ health-related behaviours and the implications and specificities of masculinity. The pilot study offers an insight into the perceptions of three male nurses that completed undergraduate nursing studies in PBL curriculums. The data obtained introduces some connections that could be illuminated by further research.
Notes School of Nursing
Language eng
Field of Research 111099 Nursing not elsewhere classified
HERDC Research category C1 Refereed article in a scholarly journal
Persistent URL http://hdl.handle.net/10536/DRO/DU:30001122

Document type: Journal Article
Collection: School of Nursing and Midwifery
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