Recommendations

This chapter presents the reflections of the core project team, which was responsible for developing the recommendations. It provides context and insight into the complexities surrounding gender equality and highlights both the challenges and the breakthroughs that have been achieved in this area. The "Share the Care" project builds on the previous "Men in Nursing Education" project and is situated within a broader discourse on gender equality and representation in the workforce, particularly in relation to traditionally gendered roles. Historically, women's movements have sought to achieve equal representation in fields where men are in the majority, such as the medical sector. However, we now find ourselves advocating for men's representation in caring professions like nursing. It is notable that men have not been driven by structural barriers to seek inclusion in nursing professions. Rather, their entry into such roles often stems from a personal interest in meaningful work, instead of a desire to dismantle gender inequalities. Instead, it is society’s quest for greater diversity and balance in nursing, which is driven by multiple factors: the desire for more diverse care provision and utilisation of the full potential of the labour force. That paradox is one of the project's most profound revelations – a contrast between men not fighting for their inclusion in caring professions and society's fight on their behalf. Consequently, the gender imbalance in the caring professions reflects broader social and structural inequalities, as does the fight (or lack of fight) for equal representation.

In light of the aforementioned paradox, it is important to acknowledge the prevailing sense of inertia surrounding the project. That is due to the fact that the topic of gender equality in the nursing profession has been discussed on numerous occasions, leading to the perception that the impact remains minimal. That is another crucial contextual factor that has informed the work of the core project team in formulating these recommendations. The most crucial question that this project raises is whether nursing will continue to be perceived as a female profession or whether that perception can be altered in the future. One of the most significant challenges to be addressed is the need to alter attitudes. Creating long-lasting change requires a consistent and focused effort by society at large.

Going forward, in developing the recommendations, we have decided to rely on immediate actors who can take certain practical steps, as a more targeted approach with fewer steps could yield more significant results. The aim of the recommendations is to provide a framework for the action that should be taken to implement the change. It is vital that we pursue international collaboration, attract funding for these issues and encourage crucial stakeholders to become actively involved in the effort by integrating diversity initiatives that extend beyond formal documents and are rather “living labs for diversity in healthcare”. It is vital to continue the conversation on gender equality in caring professions to ensure success of the project. As the project highlighted, achieving gender balance in nursing is not merely about representation; it is about reshaping societal attitudes and understanding the actual factors that contribute to success in an inclusive environment.

The "Share the Care" project was based on six core tasks. However, the recommendations were developed according to a number of additional dimensions, including time, impact, the unit of the administrative body responsible for change and costs required to implement the change. That structure was designed to provide an accessible overview of the recommendations, enabling higher education representatives and policymakers to identify the most suitable ones for immediate implementation, while also allowing them to consider more long-term strategic objectives.

It is crucial for universities and faculties to engage proactively with diversity and gender equality through the formulation and implementation of specific action plans or diversity plans. That entails ensuring university action plans have a dual focus on female professors' representation among academic staff and achieving gender balance among students. Linking such initiatives to national diversity and gender equality strategies is vital for sustained progress. Faculty leadership must prioritise and assume ownership of this issue to facilitate networking with other institutions and drive continuous improvement.

It is recommended that male students be grouped together in classes and given peer support. Additionally, implementing mentoring systems, including female mentors, has proven effective in preventing dropouts and improving the well-being of male students in nursing education and the profession. Field practice (clinical practice) environments should also be structured to support the retention and success of male students.

To attract more male candidates to nursing, it is important to highlight the diverse career pathways available, especially in traditionally masculine fields like emergency care, psychiatric care and other healthcare specialities. Recruitment strategies and communication materials should be updated to appeal to a more diverse audience, considering factors like gender, ethnicity and age, while emphasising the meaningful and purposeful aspects of nursing.

It is essential that within the university all study programmes place an emphasis on gender equality, inclusivity and diversity education. Targeted educational activities should be developed both for faculty members (teachers, clinical practice leaders and others), as well as all students. Diversity training that includes reflection on gendered and ethnic identities is of utmost importance for all. That enables not only male students, but all students to gain a deeper understanding of the challenges and dynamics associated with being a minority or majority group within a gendered field like nursing, leading to more inclusive care in the Nordic Region and beyond.

Below is a summary of specific, practical recommendations that can be implemented at different administrative levels, starting at the faculty level and then moving onto the university level, as well as the regional and national level.