Nurse educators’ experiences regarding management practices at a nursing education institution (original) (raw)
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Journal of Nursing Education and Practice
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 an...
Retaining professional nurses in South Africa: Nurse managers’ perspectives
Health SA Gesondheid, 2010
South Africa is experiencing a serious shortage of nurses, which has to be addressed to prevent crises in health care services. Previous studies (Fletcher 2001:324; Oosthuizen 2005:117) found that nurses change their work environment due to dissatisfaction with their job situations. This implies that creating a favourable environment in the workplace situation could help retain professional nurses in their posts, implying that retention strategies should be effective.An exploratory, descriptive, contextual and qualitative design was used to describe nurse managers’views on factors which could influence professional nurse retention, as well as their views regarding attributes that were required to enable them to contribute towards enhancing professional nurse retention. A purposive sample of nurse managers employed in public and private hospitals in the Gauteng province was selected. Semi-structured interviews were conducted with 21 nurse managers.The results were analysed qualitativ...
Lived experiences of nurse educators on teaching in a large class at a nursing college in Gauteng
Curationis, 2016
Background: The gradual increase in the number of learners admitted into a nursing college in Gauteng resulted in an increase in class size without a proportional increase in the number of nurse educators.Objectives: To explore and describe the experiences of nurse educators teaching in large classes at a nursing college in Gauteng in order to present recommendations to facilitate teaching and learning.Method: A qualitative, exploratory, descriptive, and phenomenological research design which is contextual in nature was used. A total of 20 nurse educators were selected through purposive sampling, and in-depth phenomenological semi-structured individual interviews were conducted between January and February 2013. Data were analysed together with the field notes, using Tesch’s open coding protocol of qualitative data analysis. Lincoln and Guba’s four principles were used to ensure trustworthiness.Results: The themes that emerged from this study were that nurse educators experienced di...
Nurse educator academic incivility: a qualitative descriptive study
International Nursing Review, 2020
Aim: The aim of this study was to explore nurse educator academic incivility from the perspectives of nurse educator leaders. Background: The academic environment should be safe and conducive to both teaching and learning. Both the students and faculty should have a sense of belonging and of being valued. Introduction: Faculty-to-faculty incivility has been reported as being disruptive to the teaching and learning environment, and is associated with poor work outputs. Method: A qualitative descriptive design, as explained by Sandelowski, was used to explore academic incivility as perceived by nurse educator leaders. Twenty semi-structured interviews were conducted with nurse educator leaders, representing three levels of management in Botswana. The approach of Elo and Kyngas was used to analyse qualitative data. Their main aim was to compare categories at different periods, as was the case with different categories of nurse leaders in this study. Findings: Three main themes emerged from the data analysis: lack of policy implementation, inadequate leadership skills and role modelling. Two subthemes emerged from the theme, lack of policy implementation, namely: poor record-keeping and hierarchical issues. On further analysis of the theme, inadequate leadership skills, poor hierarchical coordination among nurse educator leaders; and favouritism emerged as subthemes. The last theme, role modelling, needed no further development and described the modelling of incivility as the behaviour that has birthed a generation of incivility among nurse educators. Conclusion: Incivility exists in nursing colleges in Botswana, and it includes unruly behaviour towards one another; late coming; disrespect; and disregard of authority. Implications for nursing education policy: There must be collaboration between nurse educators and health policymakers to strengthen cordial relationships as well as foster disciplinary procedures on incivility. Clear policy on disciplinary procedures focusing on mitigating various forms of uncivil behaviours is imperative. Nurse educator leaders' training on management skill should also be strengthened and made mandatory before nurse educators are appointed to leadership positions.
Perception of Respondents on Factors Affecting Management of Nursing Education Institutes
Journal of Advanced Academic Research, 2021
Management in education institute entails working with and through teachers, non teaching staff and students to get things done effectively. A descriptive cross-sectional study design was used to find out the management of nursing education institutes in selected colleges at Kathmandu valley. Data was collected in 2019 from 14 colleges. Sample size was 620, including 14 administrators, 229 faculties and 377 bachelor level final year nursing students. Ethical approval was taken from Nepal health research council. Self-administered structured questionnaire was used to collecting data and analysis was done in SPSS version 16.Keys factors were identified that may affect the management of nursing education institutes (NEI). All most all administrators agreed in all indicators. But there was different opinion on faculties and students. Highest percent of faculties disagreed on visions, mission, staffs understood (70%), class schedule, clinical supervision and students’ teacher ratio, nu...
2016
Background: In South Africa, nurses form the backbone of the health system, because of their numerical dominance, their skills and training, their close contact with patients and communities and their prominence in managerial and leadership roles at all levels of the health system. Objective: The aim of this PhD was to analyse the nature and dynamics of nursing management at primary health care (PHC) clinics in two South African provinces. The specific objectives were to: describe the social-demographic characteristics of selected PHC nursing managers; determine their job satisfaction levels; examine the work environment; determine the functionality of PHC support systems; and assess their managerial competencies. Methods: In 2012, a mixed methods cross-sectional study was conducted in Gauteng and Free State Provinces. Using stratified random sampling, 111 PHC nursing managers working in eight hour clinics were selected. After obtaining informed consent, these managers were invited to participate in three surveys: job satisfaction, facility assessment and a 360 degree competency evaluation. A subset of these managers (n=22) was requested to keep a diary for six weeks. STATA ® was used to do quantitative data analysis, while the qualitative data was analysed using thematic content analysis. Results: A 95% response rate was obtained for all surveys. The majority of PHC clinic nursing managers were female (92%), black, married, with a mean age of 49 years (SD = 7.9), 90% were in permanent positions, and 36% had between 21-30 years of professional nursing experience. The overall job satisfaction scores for Gauteng and Free State PHC clinic nursing managers were 142.80 (SD± 24.3) and 143.41 (SD± 25.6) out of a possible score of 215. The predictors of their job satisfaction were: working in a clinic of choice (RRR = 3.10), being tired at work (RRR = 0.19) and experience of verbal abuse (RRR = 0.18). The facility assessment found that none of the selected clinics obtained scores of 100% for the vital elements of the National Core Standards. Overall, clinic nursing managers rated themselves high on the domains of communication (8.6), leadership and management (8.67), staff management (8.75), planning and priority setting (8.6), and problem-solving (8.83). The exception was the financial management domain where the nursing managers gave lower ix ratings (7.94). Health system deficiencies, human resources challenges, leadership and governance, and unsupportive management dominated the diary entries, and coalesced to produce many negative emotions experienced by these PHC clinic nursing managers. Conclusion: This PhD study has underscored the importance of PHC nursing managers, and has generated new knowledge on the overall levels and predictors of job satisfaction, the perceived competencies of these managers, together with information on the work environment and support systems. The successful implementation of PHC revitalisation and universal health coverage reforms cannot be achieved without addressing the concerns of PHC nursing managers and the health system issues affecting them.
Curationis
Background: Professional socialisation of student nurses needs to be integrated into the formal teaching and learning during the nursing programme. Embedded in the training programme are professional values that are used synonymously with nursing professionalism. Professionalism is the conduct, qualities, values, vision, mission and/or goals that characterise a profession, and describes behaviours that are expected within the profession’s members. However, one’s values are shaped by one’s experiences, influence one’s behaviour and interactions with others, and are manifested in many aspects of professional behaviour. New nurses to the profession are expected to display behaviours of professionalism, thus requiring nurse training schools to help students internalise these behaviours. Nurse educators therefore carry a responsibility to shape future nurses’ growth towards professionalism.Objectives: This article reports on the experiences of undergraduate student nurses regarding nursi...
The Current Status of the Education and Training of Nurse Educators in South Africa
Trends in Nursing, 2014
Human resource for health is a global concern, with a shortage of doctors, nurses and midwives to meet the Millennium Development Goals. Nurses form the bulk of the healthcare workforce and are found to service remote areas where doctors are not available. The World Health Assembly in recognition of the human resource crisis passed resolutions for strengthening nursing and midwifery services. Nationally, the Forum for University Nursing Deans in South Africa (FUNDISA) realized that it was impossible to respond to the human resource crisis before ensuring that there is a supply of adequately trained nurse educators to train nurses and midwives in the country. Of specific concern was the lack of mentoring of young nurse educators and the high number of nurse educators who are within nine years of retirement which will potentially leave colleges and universities with inexperienced young nurse educators. These challenges incited FUNDISA to conduct a survey in 2011, to determine the current status of nurse educator education and training in South Africa. Newly qualified nurse educators, heads of colleges and university nursing departments and heads of higher education institutions which offer nursing education programmes participated in 3 separate surveys. Senior nursing academics conducted the document review and evaluated nine sample curricula. The results revealed that nurse education programmes are offered at Diploma, Degree, and Master's level. Educators felt better equipped in certain educational activities than in others. Their orientation to an academic setting and performing new tasks was reported as inadequate. Their self-rating of their competency fell between "poorly prepared" and "adequately prepared" with the lowest rating on curriculum development and highest rating on being a role model. On average the heads of NEI rated the neophytes higher than they rate themselves, however they rate the neophytes lower on role modeling professional behaviour, participating in scholarly activities and participating in the activities of the NEI. Conference attendance, in-service training and formal mentorship were the most common support offered to neophytes. Review of existing curricular highlighted several gaps in programmes offered at diploma, degree and master's level. The study recommends standardization of nursing education curricular; increased practical exposure for nursing education students; increased capacity-building programmes and regular assessment of core competencies of nurse educators to ensure relevance and currency.