Self-Leadership Practices of Nurse Educators at South African Nursing Education Institutions

2021 ◽  
Vol 15 (1) ◽  
pp. 422-432
Author(s):  
Vhothusa Edward Matahela ◽  
Gisela Hildegard Van Rensburg
Keyword(s):  
Nursing Education ◽  
South African ◽  
Leadership Style ◽  
Leadership Practices ◽  
Nurse Educators ◽  
Continuing Professional Development ◽  
Educational Institutions ◽  
Supportive Environment ◽  
Role Modelling ◽  
Support Autonomy

Background: Self-leadership has emerged as a leadership style that could be used to achieve successful performance for individuals and organisations, including higher education institutions. It is, however, not known how nurse educators perceive their self-leadership practices. Objective: To describe the self-leadership practices of nurse educators at nursing education institutions. Methods: This article reports the quantitative phase of a broader exploratory, descriptive, sequential mixed-method design study conducted with conveniently selected nurse educators (n=265) in two provinces in South Africa. Data were collected using a self-administered questionnaire. Results: Constructs found to be valid for self-leadership practices were autonomy-supportive environment, continuing professional development, role modelling, and shared leadership. Respondents perceived themselves to be engaged in self-leadership practices. The Cronbach alpha coefficient indicated the internal consistency of the constructs. Conclusion: Educational institutions should create environments that support autonomy and role modelling to facilitate the engagement of nurse educators in self-leadership practices.

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.

scholarly journals Nurse educators’ perceptions of OSCE as a clinical evaluation method

Curationis ◽  
2001 ◽  
Vol 24 (1) ◽  
Author(s):  
MM Chabeli
Keyword(s):  
Nursing Education ◽  
South African ◽  
Clinical Evaluation ◽  
Clinical Competence ◽  
Nurse Educators ◽  
Evaluation Method ◽  
Thinking Skills ◽  
Alternative Methods ◽  
The South ◽  
Assessment And Evaluation

The South African Qualifications Authority, and the South African Nursing Council are in pursuit of quality nursing education to enable the learners to practise as independent and autonomous practitioners. The educational programme should focus on the facilitation of critical and reflective thinking skills that will help the learner to make rational decisions and solve problems. A way of achieving this level of functioning is the use of assessment and evaluation methods that measure the learners’ clinical competence holistically. This article is focused on the perceptions of twenty nurse educators, purposively selected from three Nursing Colleges affiliated to a university in Gauteng, regarding the use of OSCE (Objective Structured Clinical Examination) as a clinical evaluation method within a qualitative and descriptive research strategy. Three focus group interviews were conducted in different sessions. A descriptive content analysis was used. Trustworthiness was ensured by using Lincoln and Guba’s model (1985). The results revealed both positive and negative aspects of OSCE as a clinical evaluation method with regard to: administrative aspects; evaluators; learners; procedures/instruments and evaluation. The conclusion drawn from the related findings is that OSCE does not measure the learners’ clinical competence holistically. It is therefore recommended that the identified negative perception be taken as challenges faced by nurse educators and that the positive aspects be strengthened. One way of meeting these recommendations is the use of varied alternative methods for clinical assessment and evaluation that focus on the holistic measurement of the learners’ clinical competence.

Malaysia Education: Explanations From the Perspective of Leader-member Exchange Theory

2019 ◽  
Vol 1 (2) ◽  
pp. 47-50
Author(s):  
Zaridah Zakaria ◽  
Marinah Awang ◽  
Ramlee Ismail
Keyword(s):  
Leadership Style ◽  
Cultural Context ◽  
Leadership Practices ◽  
Educational Institutions ◽  
Leader Member Exchange ◽  
Policy Makers ◽  
Lmx Theory ◽  
Member Exchange ◽  
Clear Identification ◽  
Workplace Setting

Objective: The purpose of this paper is to examine the leadership practices in unique Eastern perspectives of Malaysian educational institutions through the lens of Leader-Member Exchange (LMX) Theory. Methodology: A survey using LMX 7 questionnaire was used to obtain LMX explanations among Malaysian educational sector workers, determining whether they belong to either in-group or out-group in their workplace setting. Results: Although the research found descriptive classifications of the workers as followers in the leadership setting, there are cultural factors inherent in the result leading to the significance of the research in Malaysia as a unique multi-cultural country in the East. Implication: The study is useful for the policy makers so they can formulate better policies through clear identification of followers’ types in leadership setting. For the practitioners, this study adds to the knowledge to better delegation of the followers in regards to responsibility and administrative sharing of tasks.  This paper gives valuable reference to educational practitioners especially the managers to enlighten on the suitable practice of leadership style grounded on the unique cultural context in Malaysian education.

scholarly journals Perceptions of nurse educators about problem-based learning

Curationis ◽  
2000 ◽  
Vol 23 (2) ◽  
Author(s):  
MF Khumalo ◽  
NS Gwele
Keyword(s):  
Nursing Education ◽  
South African ◽  
Nurse Educators ◽  
Problem Based Learning ◽  
Self Directed Learning ◽  
Educational Approach ◽  
South African Society ◽  
Health Delivery ◽  
Directed Learning ◽  
Health Delivery System

The nursing education system has to aim at producing nurse professionals who are competent in the delivery of PHC to meet the changing needs of the South African society. This therefore, requires that nursing colleges in South Africa adopt curriculum approaches that develop links between theory and clinical practice and consequently prepare students to develop self directed learning skills, self reliance, the ability to utilise different intellectual, interpersonal and practical skills to make decisions and solve problems critically (SANC, 1985). A number of authors (Andrews & Jones, 1996; Creedy & Hand, 1994; Creedy, Horsfall & Hand, 1992; Heliker, 1994) suggested Problem-based learning (PBL) as the most appropriate educational approach which will equip students with the skills necessary to function in a comprehensive and primary focused health delivery system.

scholarly journals Discovering presence as part of nurse educators’ role modelling at a public nursing college in the North West province

2021 ◽  
Vol 26 ◽  
Author(s):  
Tiisetso A. Mofokeng ◽  
Emmerentia Du Plessis ◽  
Kathleen Froneman
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Clinical Training ◽  
Nurse Educators ◽  
Nursing Practice ◽  
Ethnographic Study ◽  
North West ◽  
Role Modelling ◽  
The North ◽  
Nursing College

Background: Nursing students learn the science and art of nursing, including presence, from classroom content, using skills in practice, or by watching an experienced nurse interact with a patient. Nursing education must be designed so that nursing students can construct the art and science of nursing practice. Nursing students must be educated to be sound practitioners in the ‘being’ of nursing practice. Nurse educators modelling presence to nursing students will improve the quality of patient care during clinical training and throughout their professional role.Aim: To explore and describe nurse educators’ role modelling of presence to nursing students.Setting: This study was conducted at a public nursing college in the North West province.Methods: A qualitative, ethnographic study was conducted. Purposive sampling was used. Four nurse educators participated in the study and data saturation was reached. Data were collected through shadowing and informal reflective conversations over a period of 8 days.Results: The following relationships emerged: nurse educators model ‘being professional’, ‘being facilitating, nurturing, caring and compassionate, encouraging, and motivating’, and ‘being purposeful in their nursing education approach’.Conclusion: Participants role modelled presence to nursing students despite daily challenges in their work.Contribution: Creating awareness of how nurse educators can model presence despite daily challenges in their work will influence and motivate nursing students to develop presence skills. This will have a positive impact on managing patients in practice. Recommendations can guide nursing education, policy development and future research to strengthen nurse educators modelling presence.

Continuing Professional Development for Nurse Educators by the Nursing Education Association

2019 ◽  
Vol 21 (2) ◽  
Author(s):  
Boitumelo Joy Molato ◽  
Gopolang Gause ◽  
Hunadi Rakhudu ◽  
Eva Manyedi ◽  
Salamina Phiri-Moloko ◽  
...  
Keyword(s):  
Professional Development ◽  
Nursing Education ◽  
Nurse Educators ◽  
Continuing Professional Development ◽  
Education Association

scholarly journals Levels of use of selected components of the Comprehensive Basic Nursing Programme

Curationis ◽  
1996 ◽  
Vol 19 (2) ◽  
Author(s):  
N. S. Gwele
Keyword(s):  
Health Care ◽  
Nursing Education ◽  
South African ◽  
Nurse Educators ◽  
Descriptive Study ◽  
Comprehensive Health Care ◽  
Effect Change ◽  
Nursing Curricula ◽  
Levels Of Use ◽  
Comprehensive Health

Change in nursing education in South Africa has been characterised by the predominance of the use of power-coercive strategies to effect change. Changes in nursing curricula are legislated through the South African Nursing Council. The Comprehensive Basic Nursing Programme (CBNP) became mandatory for all institutions offering basic professional nurse preparation education programmes in this country in 1985. This was a comparative descriptive study aimed at examining the levels of use of 47 nurse educators at four nursing colleges regarding their behaviours and skills in implementing four selected components of the CBNP. The components of the CBNP which formed the focus for this study were teaching to produce nurses capable of (a) rendering comprehensive health care, (b) nursing holistically, (c) thinking critically, and (d) learning independently.

scholarly journals Experiences of student nurses regarding the bursary system in KwaZulu-Natal province, South Africa

2019 ◽  
Vol 24 ◽  
Author(s):  
Eve Jacobs ◽  
Belinda Scrooby ◽  
Antoinette Du Preez
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
South African ◽  
Student Nurses ◽  
Target Population ◽  
Educational Institutions ◽  
Focus Group Interviews ◽  
Staff Members ◽  
Kwazulu Natal ◽  
Group Interviews

Background: During 2010, the South African nursing education system was restructured, changing student nurses from having supernumerary status to being bursary holders. Changes with the introduction of this new bursary system included institutional factors and benefits that could be removed from the students, potentially hampering students’ sense of belonging.Aim: This study aimed to describe the experiences of students receiving bursaries in KwaZulu-Natal (KZN) province and to make recommendations for improving the system to bursary providers, educational institutions and practical settings based on these students’ experiences of the bursary system.Setting: The experiences of student nurses regarding the bursary system are described within a specified setting comprising two nursing campuses in KZN.Method: A qualitative study design was used and seven focus group interviews were conducted with purposively selected participants, representing the target population of first-, second- and third-year male and female nursing students registered for the Diploma in Nursing (General, Psychiatric, Community) and Midwifery.Results: Two main themes and eight subthemes were identified. The findings indicated that some of the bursary system’s experiences were negative as opposed to students having supernumerary status. These experiences had negative socio-economic, psychological, clinical, academic and family impacts. Many concerns related to staff members’ attitudes, shortages of nurses and service demands during students’ clinical practice assignments.Conclusions: The bursary system was not viewed as being beneficial to students as they did not receive all the benefits from being bursary holders. Support in clinical and academic areas was lacking as they were considered to be employees during their clinical assignments. There is an urgent need to review the bursary system.

scholarly journals Factors contributing to incivility amongst students at a South African nursing school

Curationis ◽  
2015 ◽  
Vol 38 (1) ◽  
Author(s):  
Hildeguard Vink ◽  
Oluyinka Adejumo
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
South African ◽  
Teaching And Learning ◽  
Nurse Educators ◽  
Post Secondary ◽  
Face To Face ◽  
South African School ◽  
Qualitative Descriptive ◽  
Set Up

Background: This study determined the experiences of nurse educators of the factors contributing to the uncivil classroom behaviours of nursing students at a South African school of nursing.Objective: To describe what nurse educators consider to be factors contributing to incivility among nursing students in a South African nursing school.Method: A qualitative descriptive design was used. Eleven nurse educators were purposively sampled for their experiences on the factors contributing to incivility. Individual face-to-face interviews were conducted until data saturation.Results: The data analysed indicated that the educators had varying but often similar perspectives on which factors contribute to incivility among nursing students. The three themes that emerged from the data were academic, psycho-pathological and social factors.The themes were discussed on the basis of their reported impact on classroom behaviour and the implications for the teaching and learning environment.Conclusion: Conclusions were made that an educational screening system to identify committed students before admission into nursing education should be explored; that a support system should be explored for nurse educators to deal with incidents of uncivil behaviour, perhaps within policy frameworks in the nursing institution; that emotional support should be provided for students who may be experiencing difficulties adjusting to the rigours of post-secondary education; and that a forum should be set up for nurse educators to compare notes and share ideas on what works best in reducing the incidence of uncivil behaviours in the classroom setting.

scholarly journals ‘From lone-sailor to fleet’: Supporting educators through Wild Pedagogies

2021 ◽  
pp. 147821032098570
Author(s):  
Lewis Winks ◽  
Paul Warwick
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Training And Development ◽  
Educational Institutions ◽  
Outdoor Learning ◽  
Wild Pedagogies ◽  
Policy Shift ◽  
Social Gathering ◽  
The Uk ◽  
Practitioner Development

Enabling educators to meet new and challenging times requires fundamental shifts to ways of imagining and enacting their practice. A central yet often understated aspect of this educational change are the various ways in which educators receive training and development. From initial teacher training through to continuing professional development, cultures which underpin policy change in educational institutions emerge from the practices of educators. In this paper we examine educators’ experiences of a Wild Pedagogies gathering which took place over three days in central Devon in late spring 2019. Part workshop, part informal social gathering and mutual exchange, this continuing professional development event enabled conversations, sharing (and shaping) of practice, and imagination of the future of personal and institutional educational priorities. This paper positions itself as an account of a gathering of wild pedagogues – captured as reflection, discussion and activities – and brings the participants’ reflections into conversation with wider themes emerging from previous Wild Pedagogies gatherings. It makes the assertion that such dialogic continuing professional development, constructed on foundations of relational and place-responsive pedagogies, can underpin future practitioner development in the event of a policy shift toward greater availability of outdoor learning and nature connection in the UK. The paper ends with four principles for infusing new or existing environmental education continuing professional development with place-responsive and wild pedagogical approaches.

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