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The novice nurse educator's lecture room instructional management competenceDürrheim, Maria, 1949- 06 1900 (has links)
The lecture room instructional management competence of novice nurse educators (NNEs) in the
Republic of South Africa (RSA) was investigated. No comprehensive set of generic roles,
outcomes and competences for instructional management of nurse educators could be traced in
the literature, therefore an analytical study was undertaken. Adhering to the principles for
outcomes-based education, three models were established:
Q a model for the professional development of nurse educators
Q an Education, Training and Development nurse practitioner model, consisting of roles
and outcomes for lecture room instructional management
Q a model for lecture room instructional management that served as evaluation criteria
used in the instrument during the quantitative survey
These models were presented to, and evaluated by nurse educators of five universities.
The influence of mentorship, reality shock, and professional development on the NNEs' lecture
room competence was investigated. The target group consisted of NNEs, their mentors and
students in nursing schools in the RSA. A number of respondents were also interviewed and
observed. The analysed data indicated that NNEs were not competent when they started teaching,
and needed support and supervision from mentors. Findings also indicated the positive influence
of mentorship and professional development on competence acquisition. NNEs experienced
reality shock requiring support to acquire competence. These aspects justify further research.
The recommendations based on this study include that nursing schools use specific evaluation
criteria for le<,1ure room competence and for in-service training of NNEs and mentors. Nursing
schools should take a more active role in mentoring programmes. / Health Studies / D. Litt. et Phil. (Advanced Nursing Sciences)
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The novice nurse educator's lecture room instructional management competenceDürrheim, Maria, 1949- 06 1900 (has links)
The lecture room instructional management competence of novice nurse educators (NNEs) in the
Republic of South Africa (RSA) was investigated. No comprehensive set of generic roles,
outcomes and competences for instructional management of nurse educators could be traced in
the literature, therefore an analytical study was undertaken. Adhering to the principles for
outcomes-based education, three models were established:
Q a model for the professional development of nurse educators
Q an Education, Training and Development nurse practitioner model, consisting of roles
and outcomes for lecture room instructional management
Q a model for lecture room instructional management that served as evaluation criteria
used in the instrument during the quantitative survey
These models were presented to, and evaluated by nurse educators of five universities.
The influence of mentorship, reality shock, and professional development on the NNEs' lecture
room competence was investigated. The target group consisted of NNEs, their mentors and
students in nursing schools in the RSA. A number of respondents were also interviewed and
observed. The analysed data indicated that NNEs were not competent when they started teaching,
and needed support and supervision from mentors. Findings also indicated the positive influence
of mentorship and professional development on competence acquisition. NNEs experienced
reality shock requiring support to acquire competence. These aspects justify further research.
The recommendations based on this study include that nursing schools use specific evaluation
criteria for le<,1ure room competence and for in-service training of NNEs and mentors. Nursing
schools should take a more active role in mentoring programmes. / Health Studies / D. Litt. et Phil. (Advanced Nursing Sciences)
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Guidelines for the facilitation of self-leadership in nurse educatorsMatahela, Vhothusa Edward 11 1900 (has links)
Includes bibliographical references: leaves 255-277 / Self-leadership has emerged as a leadership style that can be utilised to achieve
successful performance for the individual and the organisation, prompting the question:
What can be done to facilitate self-leadership within nurse educators in nursing education
institutions? The purpose of this exploratory, descriptive sequential mixed-methods study
was to understand the self-leadership within nurse educators in order to develop
guidelines that could facilitate their self-leadership. The integrative literature review,
qualitative and quantitative data were integrated and used to develop and validate
guidelines that could facilitate self-leadership in nurse educators. Phase 1 (subphase 1)
consisted of an integrative literature review that explored and described the concept of
self-leadership in nurse educators. In Phase 1 (subphase 2), semi-structured focus group
interviews were conducted with purposively selected nurse educators from three
sampling units, namely a private nursing school, nursing college and university-based
nursing departments in two of the nine provinces in South Africa to explore the nurse
educators’ perception of their self-leadership, and how self-leadership could be facilitated
in a nursing education institution. Phase 2 of the study entailed developing a structured
questionnaire based on the findings of Phase 1. In Phase 2, quantitative data were
collected from nurse educators appointed at the remaining nursing education institutions
in the two provinces which were not selected for the qualitative phase of the study. This
phase was aimed at determining and describing the nurse educators’ (n=265) perceptions
on their self-leadership practices in a nursing education institution, using a selfadministered questionnaire. For the integrative literature review, the method of data
analysis as outlined by Miles and Huberman was used (Whittemore & Knafl 2005:550–
552). The qualitative data were analysed according to Tesch’s protocol of data analysis.
The themes that emerged were perceptions of self-leadership in nurse educators;
engagement in self-leadership activities; motivational factors in self-leadership; and
facilitation of self-leadership in nurse educators. The quantitative data were analysed using descriptive statistical methods (SPSS version 25). The participants gave their perceptions on 11 composite constructs. Nurse educators agreed the most on natural
reward, intrinsic motivation, role modelling and shared leadership but agreed less with
management support and positive self-talk. To establish rigour, the researcher utilised
diverse empirical and theoretical sources as data sources, and applied strategies to
ensure trustworthiness and performed validity and reliability tests. The findings of both
Phase 1 and 2 were integrated to develop and validate guidelines to facilitate the self-leadership in nurse educators. Twelve guidelines were developed and were validated by field experts. The guidelines propose recommendations for nurse educators and the
management of the nursing education institution, as well as other associated
stakeholders such as SANC and government. / Health Studies / D. Litt. et Phil. (Health Studies)
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