Male nurse educators are underrepresented in nursing.

Becoming a male nurse educator is embedded in one's unique socio-cultural context.

Formal support structures such as mentorship are required to support male nurse educators.

The experiences of men in nursing academia remain poorly understood globally as they remain a minority within the underrepresented male nursing populace.

To develop a comparative understanding of the experiences of male nurse educators.

We conducted a systematic review and meta-synthesis. Studies were considered eligible if they employed qualitative methodologies, contained verbatim quotes, published in a peer-reviewed journal and full-text available in English. An interpretive stance inspired by Ricoeur's hermeneutic approach was employed to undertake data analysis.

Five studies were retained in the study. Three themes and ten subthemes emerged. Becoming describes why male nurses enter and stay in academia. Although several factors may push them, they often experienced isolation requiring them to overcome leading to professional growth.

The space of becoming and overcoming can be a lonely and isolated journey, often with no role models to support the process. Mentorship and peer support programmes are required as male nurses' transition and remain in nursing academia.

Academia

Men

meta-synthesis

Nursing

Transitioning

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