Gendered Professional Socialization, Conflict, And Identity Formation In Contemporary Nursing Education And Practice

Abstract

The nursing profession has long been shaped by deeply embedded social, cultural, and gendered assumptions that influence professional identity formation, interpersonal dynamics, and institutional practices. Despite ongoing efforts to diversify the workforce and modernize nursing education, persistent challenges remain, particularly regarding professional socialization, gender inclusion, and interprofessional relationships. Drawing exclusively on the provided body of literature, this original research article offers an extensive theoretical and interpretive analysis of professional socialization in nursing, with particular attention to gender dynamics, male inclusion, nurse–physician conflict, and the sociological foundations of identity formation. The article synthesizes nursing, sociology, psychology, and higher education scholarship to construct an integrative framework that explains how professional norms, values, and power relations are transmitted, negotiated, and contested across educational and clinical contexts. Using a qualitative, interpretive methodological orientation grounded in situated learning theory and social identity theory, the study re-examines existing empirical findings to generate new conceptual insights rather than replicate prior results. The findings suggest that professional socialization in nursing is not a linear or neutral process but a deeply gendered, emotionally charged, and institutionally mediated experience that affects workforce retention, well-being, and professional cohesion. Male nursing students and practitioners encounter distinctive forms of marginalization, role strain, and identity dissonance, while nurses more broadly navigate hierarchical tensions with physicians that reflect historical power asymmetries. The discussion critically evaluates the implications of these dynamics for nursing education, professional ethics, and organizational leadership, highlighting the need for transformative pedagogical approaches that address hidden curricula, emotional labor, and inclusivity. By offering an expansive, theoretically rich analysis, this article contributes to advancing scholarly understanding of nursing as a socially constructed profession and provides a foundation for future research and policy-oriented interventions aimed at fostering equitable and resilient nursing cultures.