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Practices with Promise Workforce Outcomes eShowcase

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Practices with Promise Success Story

Submitted By: Linda Zorn, Butte College

Men in Nursing

  • Type of Practice: Student Engagement and Career Awareness
  • Type(s) of Users Served: Associate Degree Students, Counselors/Supporting Staff to Student, Faculty/Teachers, First-time Students, Lifelong Learning Students, Returning Students, Transfer Students
  • Sector(s): Health
  • Momentum Point(s) & Leading Indicators : MP 8, MP 16, MP 23, LI 6 (click here for description)
  • Regions Involved: Central Valley, East Bay, Inland Empire/Desert, Los Angeles, North Bay, Orange County, San Diego/Imperial, San Francisco/San Mateo, Santa Cruz/Monterey, Silicon Valley, South Central Coast
  • Colleges Involved: Antelope Valley College, Chabot College, Chaffey College, College of San Mateo, College of the Canyons, College of the Desert, Cuesta College, Evergreen Valley College, Fresno City College, Grossmont College, Hartnell College, LA Harbor College, MiraCosta College, Mission College, Monterey Peninsula College, Moorpark College, Palomar College, Riverside City College, San Bernardino Valley College, San Diego City College, Santa Ana College, Santa Barbara City College, Santa Rosa Jr College, Solano Community College, Southwestern College, Victor Valley College, West Hills College-Coalinga, West Hills College-Lemoore
  • Other Organizations: Several CSU's and private universities.

The Challenge

The nursing profession is continually challenged with increasing the number of non-traditional students entering the profession. In this case, men. Nursing continues to be a predominantly female profession, the percent of men entering the profession is increasing: in 1990, 5.4 percent of working RNs residing in California were male and in 2014, men made up 11.8 percent of employed California RNs. In addition among 4,000 nursing faculty members, only 11.2 percent were male. If you are a male nursing student, you have roughly a 1 in 10 opportunity of having a male instructor. Challenges exist around the stigma of a man entering the nursing profession with the expectation to pursue a career in medicine. More male RN role models are needed.

The Solution

The Health Workforce Initiative (HWI) has developed the statewide Men in Nursing program to provide information, mentoring and encouragement to young males to enter the nursing profession. Two strategies have been employed. One is the development of Men in Nursing chapters on California Community College campuses. The second is the development and implementation of Men in Nursing workshops and conferences both regionally and statewide. The HWI strategy is to have a statewide Men in Nursing conference held each November in Southern California. Regional workshops are held in the spring as feeders to the main statewide conference. In 2015, three regional Men Nursing workshops were held in the Bay area, San Diego, and Inland Empire.


The primary concept behind the Men In Nursing initiative is to create awareness of the gender discrepancy, increase access to mentors and other resources, and boost the overall number of men entering the nursing profession. The critical one-on-one connections between working nurse and student (and future student) are made at the Men in Nursing conferences. Conference speakers inform and inspire with real-life stories, and have made inroads to change. These conferences are open forums, where men are encouraged to speak candidly about their unique nursing school experiences. The outcome of the conferences are more men considering nursing as a profession, identification of role models, men becoming empowered and not intimidated, and confident.

The Data

According to the 2012-2013 BRN Annual School Report , over 11,200 students completed the nursing program in 2012-13, and 17.9 percent were male. And of the nearly 13,000 students who enrolled in nursing programs during that same time frame, 19.9 percent were male—more than double the percentage of employed male nurses nationwide in 2011. In California more men are entering the nursing profession - in 1990, 5.4 percent of working RNs residing in California were male and in 2014, men made up 11.8 percent of employed California RNs.
The following is the data on conference/workshop attendees, which includes high school and community college students.
Men in Nursing Statewide conference - 94
Inland Empire - 75
Bay area - 43
San Diego - 163

Supporting Information

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Common Metrics

Leading Indicators

LI 1 Alignment of skillsets within a program (or set of courses) to a particular occupation and the needs of the labor market
LI 2 Regionalization of stackable certificates aligned with a particular occupation ladder
LI 3 Alignment of a certificate with state-, industry-, nationally-, and/or employer- recognized certification
LI 4 Creation of a credit certificate from non-credit certificate
LI 5 Curriculum articulation along a career or multi-career educational pathway
LI 6 Updating the skills of faculty, teachers, counselors, and/or “supporting staff to student” to reflect labor market needs
LI 7 Integration of small business creation and/or exporting modules into for-credit curriculum in other disciplines

Momentum Points

Middle School Cluster
MP 1Completed an individual career and skills awareness workshop in middle school that included a normed assessment process and was in a Doing What Matters priority or emerging sector
Transition from Middle School to High School
MP 2Completed a bridge program between middle school and high school and revised student career/education plan
MP 3Completed a student orientation and assessment program while in middle school or high school
High School Cluster
MP 4Completed one course in high school within a CTE pathway
MP 5Completed two or more courses in high school within a CTE pathway
MP 6Completed a CTE articulated course
MP 6aSuccessfully completed a CTE dual enrollment course or credit by exam, with receipt of transcripted credits
MP 7Completed a program in high school within a CTE pathway
Transition from High School to College Cluster
MP 8Completed a bridge program between high school and college in a CTE pathway
MP 9Completed college orientation and assessment as a first-time community college student who entered a community college CTE pathway
MP 10Transitioned from a high school CTE pathway to a similar community college CTE pathway
MP 11Transferred from a high school CTE pathway to a similar CSU, UC or private/independent university CTE pathway
MP 12Completed a counselor-approved college education plan, for first-time community college students who enter a CTE pathway
MP 13During high school, participated in an internship, work-based learning, mentoring, or job shadowing program in a CTE pathway
MP 14Percentage of community college students, who participated in a high school CTE pathway, whose first math or English course was below transfer-level
Community College Cluster
MP 15Completed two courses in the same CTE pathway
MP 16Retention rate between Fall and Spring within a CTE pathway
MP 17Completed a non-CCCCO-approved certificate within a CTE pathway
MP 18Completed a CCCCO-approved certificate within a CTE pathway
General Education and Transfer Progress Cluster
MP 19Completed a work readiness soft skills training program (either stand-alone or embedded) within a CTE pathway
MP 20Completed college level English and/or math, for students in a CTE pathway
MP 21Completed the CSU-GE or IGETC transfer track/certificate for students in a CTE pathway
MP 22Completed requirements in a CTE pathway, but did not receive a certificate or a degree
MP 23Completed an associate degree in a CTE major
MP 24Completed an associate degree in a major different from student’s college CTE pathway
MP 25Transferred from community college to a four-year university in the same CTE pathway
MP 26Transferred from community college to a four-year university in a major different from their CTE pathway
Community College Transition To Workforce Cluster
MP 27Participated in a college internship or workplace learning program within a CTE pathway
MP 28Attained a job placement in the same or similar field of study as CTE pathway
MP 29Acquired an industry-recognized, third-party credential
Workforce Progress Cluster
MP 30Attained a wage gain in a career in the same or similar CTE pathway
MP 31Attained wages equal to or greater than the median regional wage for that CTE pathway
MP 32Attained wages greater than the regional standard-of-living wage
MP 33Participated in incumbent worker training or contract education in a CTE pathway (for example training for layoff aversion, meeting heightened occupational credentialing requirement, transitioning employees whose occupations are being eliminated, or up-skilling existing employees)
MP 34Exception


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