Promoting a person-centred workplace culture in a public nursing education institution in South Africa by fostering effective teamwork amongst nurse educators

2021 ◽  
Vol 99 ◽  
pp. 104783
Author(s):  
Queen Khanyisile Masimula ◽  
Annatjie van der Wath ◽  
Isabel Coetzee
Keyword(s):  
South Africa ◽  
Nursing Education ◽  
Nurse Educators ◽  
Education Institution ◽  
Workplace Culture

scholarly journals Rationalisation of Nursing Education in Limpopo province: Nurse educators’ perspectives

Curationis ◽  
2007 ◽  
Vol 30 (4) ◽  
Author(s):  
T.R. Makhuvha ◽  
M. Davhana-Maselesele ◽  
V.O. Netshandama
Keyword(s):  
South Africa ◽  
Nursing Education ◽  
Nurse Educators ◽  
Ethical Issues ◽  
Qualitative Interviews ◽  
Critical Issue ◽  
Research Process ◽  
Limpopo Province ◽  
Process Data ◽  
The Government

Nursing education institutions are facing a challenge of realigning its functioning according to the changes that are taking place within the country. The intention of the government post apartheid was to correct the imbalances which were brought about by the apartheid government and the following regulations and policies influenced the change in nursing education, that is, Reconstruction and Development Programme (RDP), White Paper on Higher Education (WPHE), and the National Qualification Framework (NQF) (South Africa, 1995:6). In 1996 the government introduced the first democratic constitution of the Republic of South Africa (RS A) according to Act 108 of 1996. In the light of those increasing changes in nursing education, led by political change, the experiences of nurse educators is a critical issue facing nursing campuses. The purpose of this study was two-fold; namely: to explore and describe the experiences of nurse educators with regard to the rationalisation of nursing education and to use information obtained to describe guidelines for the effective rationalisation of a nursing college in the Limpopo Province. A qualitative, exploratory, descriptive and contextual research design was used. Qualitative interviews were conducted with nurse educators who worked in nursing colleges before and after 1994. Measures to ensure trustworthiness were applied and ethical issues were adhered to throughout the research process. Data was analysed following Tesch’s method (Creswell 1994:154-155). The research established that nurse educators experienced dissatisfaction in several areas relating to the rationalization of nursing education. Support was also expected from bureaucracy at higher level. This study developed guidelines to policy makers and nurse educators to ensure effective rationalisation process.

scholarly journals Strike action by nurses in South Africa: A value clarification

Curationis ◽  
2001 ◽  
Vol 24 (4) ◽  
Author(s):  
Marie Muller
Keyword(s):  
South Africa ◽  
Nursing Education ◽  
Descriptive Analysis ◽  
National Level ◽  
Education Institution ◽  
Nursing Profession ◽  
Ethical Question ◽  
Labour Relations ◽  
A Value ◽  
Perceived Values

The Labour Relations Act (South Africa, 1991) made provision for protected strike action by employees, subject to certain conditions, procedures and negotiated agreements. This led to the removal of the strike clause in the Nursing Act (South Africa, 1992). The labour rights of all citizens are entrenched in the Constitution of the country (South Africa, 1996). Participation in strike action by the nurse/ midwife, regardless of the legal requirements and specifications, does, however, pose an ethical question. It is therefore necessary to conduct a value clarification on strike action by nurses in South Africa. The purpose of this research is to explore and describe the perceived values of participants from an accessible population on this phenomenon. A qualitative, exploratory and descriptive research design was deployed. The perceived values of nurses on strike action were collected by means of an openended questionnaire/sketch. Over a period of three years a purposive and convenient sampling method was used, involving all the enrolled post basic nursing/midwifery students/ learners at a particular Nursing Education Institution. The justification of the sample was further enhanced by also collecting data on the participants’ age and provincial distribution location. Although a 63% sample realisation (of the accessible population) was achieved, this represents only 1,5% of the registered nursing/midwifery population in the country. A descriptive analysis of the participants’ age and provincial distribution was undertaken, as well as a content analysis of their perceived values on strike action. The mean age of the participants was 48 years, which could be attributed to the fact that most of them were enrolled for a post-basic Diploma in Community Nursing Science. Most of the responses (52,7%) were against strike action and 32,5% supported strike action by nurses as a constitutional and legal right. A fairly substantial number of participants (14,8%) expressed mixed views as to whether strike action by nurses is right or wrong. Some respondents (15,7%) also reflected confusion regarding the enactment of strike action and the removal of the strike clause from the nursing legislation. Although this study does not claim external validity due to inappropriate representation of the nursing profession, the nurse of today opposes strike action. It is recommended that the study be replicated at national level and that the values be entrenched and published in position papers of and by the regulatory and organised nursing profession.

scholarly journals A model of collaboration between nursing education institutions in the North West Province of South Africa

Curationis ◽  
2017 ◽  
Vol 40 (1) ◽  
Author(s):  
Kathleen K. Direko ◽  
Mashudu Davhana-Maselesele
Keyword(s):  
South Africa ◽  
Nursing Education ◽  
Nurse Educators ◽  
Bachelor's Degree ◽  
Nurse Training ◽  
North West ◽  
The North ◽  
Professional Nursing ◽  
Quantitative Results ◽  
Nursing Professionals

Background: Professional nursing in South Africa is obtained through a 4-year diploma offered at nursing colleges, or a 4-year degree in universities, and the South African Nursing Council (SANC) registered both for professional nursing. New SANC legislation now requires a bachelor’s degree for registration as professional nurse.Objectives: The aim of the study was to explore and describe perceptions of nurse educators and stakeholders to develop a model of collaboration for joint education and training of nursing professionals by colleges and universities through a bachelor’s degree.Method: A mixed methods approach was used to explore perceptions of nurse educators utilising a questionnaire, and perceptions of other nurse training stakeholders through interviews, about a model of collaboration between the college and the university.Results: Themes that emerged from the interviews included identifying collaboration goals, establishing a conducive environment, maximising exchange of resources, role clarification and perceived challenges. Quantitative results showed high agreement percentages (84.13%–100%) on most basic concepts and themes. A model of collaboration was developed indicating a framework, agents, recipients, procedure, dynamics, and terminus.Conclusion: A model of collaboration was acceptable to the majority of nurse education stakeholders. Other implications are that there was a need for the improvement of scholarship among nurse educators and clinical mentors, sharing rare skills, and addressing perceived challenges.

scholarly journals A model for mentoring newly-appointed nurse educators in nursing education institutions in South Africa

Curationis ◽  
2014 ◽  
Vol 37 (1) ◽  
Author(s):  
Eunice Seekoe
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Nursing Education ◽  
Nurse Educators ◽  
Nurse Managers ◽  
Relationship Building ◽  
Learning Theories ◽  
Higher Education Act ◽  
Competency Based ◽  
Education Act

Background: South Africa transformed higher education through the enactment of the Higher Education Act (No. 101 of 1997). The researcher identified the need to develop a model for the mentoring of newly-appointed nurse educators in nursing education institutions in South Africa. Objectives: To develop and describe the model for mentoring newly-appointed nurse educators in nursing education institutions in South Africa. Method: A qualitative and theory-generating design was used (following empirical findings regarding needs analysis) in order to develop the model. The conceptualisation of the framework focused on the context, content, process and the theoretical domains that influenced the model. Ideas from different theories were borrowed from and integrated with the literature and deductive and inductive strategies were applied. Results: The structure of the model is multidimensional and complex in nature (macro, mesoand micro) based on the philosophy of reflective practice, competency-based practice andcritical learning theories. The assumptions are in relation to stakeholders, context, mentoring, outcome, process and dynamic. The stakeholders are the mentor and mentee within an interactive participatory relationship. The mentoring takes place within the process with a sequence of activities such as relationship building, development, engagement, reflective process and assessment. Capacity building and empowerment are outcomes of mentoring driven by motivation. Conclusion: The implication for nurse managers is that the model can be used to develop mentoring programmes for newly-appointed nurse educators.

scholarly journals Nurse educators’ reflections on factors that contributed to their resignation at a public nursing college in Johannesburg, South Africa

2021 ◽  
Vol 11 (12) ◽  
pp. 61
Author(s):  
Vhothusa Edward Matahela
Keyword(s):  
South Africa ◽  
Nursing Education ◽  
Teaching And Learning ◽  
Nurse Educators ◽  
Working Environment ◽  
Structured Interviews ◽  
Retention Strategies ◽  
Data Saturation ◽  
The Face ◽  
Nursing College

Background and objective: There is a shortage of nurses in the country and worldwide, and the problem is compounded by the resignation of nurse educators. When nurse educators resign, they leave with their expertise and skills, thus compromising the provision of quality teaching and learning in the institution. It is imperative that a study to determine the factors contributing to the resignation of nurse educators be conducted.  The aim of the study was to explore and describe the factors that contributed to the resignation of nurse educators at a Johannesburg nursing college in South Africa. Methods: A qualitative, exploratory, descriptive and contextual research design was used to provide an in-depth description of factors that contributed to nurse educators resigning from a Johannesburg nursing college. Individual semi-structured interviews were conducted with 15 purposively selected nurse educators, using audiotapes until data saturation. Data were analysed by the researcher and an independent coder using the Tesch protocols on thematic analysis. Trustworthiness was achieved using Lincoln and Guba’s strategies.Results: Three themes emerged, namely: experience of an unappreciative working environment; negative influences on the ‘self’ of the nurse educator; and the need for career advancement and professional growth.Conclusions: The provision of quality nursing education to produce nurses will be difficult in the face of nurse educators resigning from their posts. There is a need to implement retention strategies to create an appreciative working context for nurse educators in the institution.

scholarly journals Nurse educators’ perceptions of their own self-leadership: An explorative qualitative inquiry

2021 ◽  
Vol 12 (2) ◽  
pp. 1
Author(s):  
Vhothusa Edward Matahela
Keyword(s):  
Nursing Education ◽  
Nurse Educators ◽  
Education Institution ◽  
Qualitative Inquiry ◽  
Learning And Teaching ◽  
Institutional Management ◽  
Descriptive Research ◽  
Data Saturation ◽  
Group Interviews ◽  
And Control

Background and objective: Organisations, including academic institutions, are moving away from the traditional top-down command and control leadership styles to a focus on internal leadership (self-leadership) of staff. In the absence of traditional external leadership, individuals with self-leadership skills and qualities can make smart decisions to achieve organisational success. Despite the availability of literature studies on nurses’ self-leadership, there is a dearth of studies addressing self-leadership in nurse educators. It is imperative that a study exploring nurse educators' perceptions regarding their self-leadership be conducted to achieve a comprehensive understanding of the phenomenon. This would assist in identifying the role that stakeholders play in creating an enabling academic environment that promotes the development, the practice, and supportive interventions of self-leadership. This study sought to explore and describe the perceptions of nurse educators regarding their self-leadership and how this can be facilitated in a nursing education institution (NEI) context.Methods: A qualitative, exploratory, and descriptive research design was used to provide an in-depth exploration of the perceptions of nurse educators regarding their self-leadership in an NEI setting.  Four semi-structured focus group interviews were conducted with purposively selected nurse educators, and audiotaped until data saturation resulted. The researcher and an independent coder analysed the data using Tesch protocols on thematic analysis. Lincoln and Guba’s strategies were used to achieve trustworthiness.Results: Two themes emerged, namely: nurse educators’ perceptions of self-leadership; and the facilitation of self-leadership in nurse educators.Conclusions: The nurse educators mirrored themselves as leaders in action and are aware of the importance of their engagement in self-leadership activities in learning and teaching. Facilitating self-leadership within nurse educators was perceived to be the responsibility of individual nurse educators, and to a certain extent their colleagues, and that of the institutional management team.

The Perceptions of Nurse Educators regarding the use of High Fidelity Simulation in Nursing Education

2018 ◽  
Vol 20 (1) ◽  
Author(s):  
Viola Janse van Vuuren ◽  
Eunice Seekoe ◽  
Daniel Ter Goon
Keyword(s):  
Nursing Education ◽  
South African ◽  
Clinical Training ◽  
Nurse Educators ◽  
Teaching Staff ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Simulation Based ◽  
Nursing College ◽  
Faculty Shortages

Although nurse educators are aware of the advantages of simulation-based training, some still feel uncomfortable to use technology or lack the motivation to learn how to use the technology. The aging population of nurse educators causes frustration and anxiety. They struggle with how to include these tools particularly in the light of faculty shortages. Nursing education programmes are increasingly adopting simulation in both undergraduate and graduate curricula. The aim of this study was to determine the perceptions of nurse educators regarding the use of high fidelity simulation (HFS) in nursing education at a South African private nursing college. A national survey of nurse educators and clinical training specialists was completed with 118 participants; however, only 79 completed the survey. The findings indicate that everyone is at the same level as far as technology readiness is concerned, however, it does not play a significant role in the use of HFS. These findings support the educators’ need for training to adequately prepare them to use simulation equipment. There is a need for further research to determine what other factors play a role in the use of HFS; and if the benefits of HFS are superior to other teaching strategies warranting the time and financial commitment. The findings of this study can be used as guidelines for other institutions to prepare their teaching staff in the use of HFS.

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