The aim of the study was to investigate motivation, job satisfaction and attitudes of nurses in the public health services of Botswana. The objective was to discover how nurses felt about a wide range of variables in their work environment and ultimately to distil them into what they conceived as the mainstay motivators, job satisfiers and positive attitudes. The non pariel (unrivalled, unique) role of the government in creating both the hardware and the software of national health services was acknowledged and recognised with a particular reference to the primacy it placed on developing the human resources in the form of nurses, in order to realize the goals of administering the public health services efficiently and effectively. It was noted that nurses were the change agents and the axis in promoting quality standards of healthcare but in partnership with the government, which must be seen to be responsive and proactive in discharging its fiduciary responsibilities, in respect of both the content and the context of nurses’ occupational ambience. For the purposes of constructing a database from which both the government and the nurses can draw, the most salient thematic details of the theories of motivation, job satisfaction and attitudes were studied and examined and were used as a scaffolding for the empirical survey of nurses. Nine hundred questionnaires were distributed to both registered and enrolled nurses with a minimum of two years work experience in the public health sector and 702 of these were returned constituting a return rate of 78%. The findings indicated that a majority of nurses enjoyed job satisfaction in certain areas of their work namely autonomy, participating in decision-making, choice of type of nursing, change of wards or departments or work units, interpersonal relationships amongst nurses themselves and between nurses and their supervisors. Nurses also perceived the hospital as an environment in which they could continually learn and they were moreover satisfied with the nursing job or the work itself. The other end of the spectrum revealed an overwhelming majority of 92.2% of nurses who were dissatisfied with the level of pay and 88.5% who were not happy with the fringe benefits including the provision of accommodation. Working conditions were viewed as generally disliked by 67.3% of the nurses. Low pay, workload, lack of viii recognition for outstanding performance and or delayed promotional chances were singled out as being particularly disliked by 67.2%, 64.9%, 42.6% and 44.4% of the nurses respectively. Interviews held with 31 nurses yielded similar results. The research further showed that the most important motivators to nurses were dominated by competitive salary which was mentioned by 80.9% of the respondents, attractive or sufficient working conditions which were stated by 71.2% of the nurses, opportunity for continuous education which was rated by 63.8% of the nursing candidates, reduced workload which was claimed by 59.3% of the nursing cadres, opportunity for the recognition of outstanding performance and opportunity for promotion which were scored by 54.1% and 53.4% of the nurse respectively. Job satisfiers were also represented by competitive salary which received 76.1% of the nurses’ votes. Risk allowance occupied the second position with 69.1% and competitive working conditions were awarded a third ranking by 68.2% of the nurses. Those nurses who derived job satisfaction from the fact of each nursing shift being manned by an adequate number of nurses accounted for 63.1% of the sample. Competitive fringe benefits attracted 60.1% of the nurses. Opportunity to attend workshops and the need for high morale in nursing team-work were chosen as job satisfiers by 53.7% and 49.6% of the nurses respectively. In the section on recommendations the government was exhorted to invoke corrective or remedial measures in view of the detailed exegesis of the satisfactions and dissatisfactions in the nurses’ work environment and the ensuing problematique (doubtful, questionable) of raising the standards of health care in the public health services. Living up to these sanguine expectations should be the cherished longterm vision of the government if it is to meet and quench the soaring aspirations of its modernizing society for quality health care delivery and the escalating needs of the nurses. / Public Administration and Management / D.P.A.

The overall purpose of this study was to explore and describe the factors that affect theory-practice integration of student nurses at a selected campus of a nursing college in the Limpopo Province. Quantitative, descriptive, explorative and cross-sectional designs were used to accomplish the objectives of the study. Data collection was done using structured questionnaires with a few open-ended questions. The respondents were student nurses (n=106) and nurse educators (n=9). The findings revealed that failure of biological and natural sciences subjects, the use of traditional teaching strategies, inadequate use of simulation laboratory, inadequate clinical supervision, a shortage of resources, nature of the assessment process, extent of interest in the subject (s) taught, inability to draw clinical experiences during theoretical teaching, overpopulation of student nurses in the clinical area, negative attitude of ward staff and differences between the simulated skills and the actual clinical procedures in the ward affect theory-practice integration. / M.A. (Health Studies) / Health Studies

Purpose: The purpose of this study was to develop a visual concept map that could assist nurse educators in explaining the concept ‘nursing’ so that students have a similar understanding, meaning and interpretation thereof. Methodology: An exploratory and descriptive qualitative study was conducted to develop a visual conceptual map that can help in the common understanding and interpretation of the concept ‘nursing’. Research approach: A qualitative research approach was used. The research approach consisted of four phases: Phase 1: A self-designed online questionnaire was used to obtain information from the nurses, registered with South African Nursing Council (SANC) and members of Democratic Nursing Organisation of South Africa (DENOSA), about their interpretation of the meaning of ‘nursing’. Phase 2 included the integrative review that was used to obtain in-depth meaning of the concept ‘nursing’ from relevant literature and documentation. Phase 3: The two sets of analysed data from Phase 1 and Phase 2 were combined and used to develop the visual conceptual map. Phase 4: The developed visual concept map was validated by the nurse educators inaugurated in Sigma Theta Tau International, the Africa Region Chapters, in order to provide a validated visual concept map based on their expertise in Africa. The outcome of the study: A validated visual concept map, agreed upon by nurse educators inaugurated in Sigma Theta Tau International, the Africa Region Chapters, based on their expertise in Africa, is available and may be of great benefit for nurse educators in teaching the meaning of the concept of nursing to student nurses in their institutions. As a teaching tool, this concept map might assist educators in explaining the meaning and interpretation of the concept ‘nursing’. / Health Studies / Ph. D. (Nursing)

The shortage of nurses is a global problem and the selection and education of nursing students is of primary concern. At present, nurse educators at some nursing colleges in Gauteng Province experience problems with the type of students accepted for training and education. The situation is exacerbated by the difference in selection criteria applied for the acceptance of nurse students. Accordingly, the purpose of this study was to explore nurse educators’ perceptions of the current selection criteria and describe the criteria that they would recommend for better selection, retention and training of nurses. The study was conducted at a nursing college in the West Rand Region, Johannesburg. The college trains first-year nursing students before promotion to second-year level at Chris Hani Baragwanath Nursing College, where they complete their training. The researcher selected a qualitative, exploratory and descriptive research design and data was collected from 19 participants, aged between 35 and 60, in three focus group discussions. A grand tour question and probing questions were asked to elicit deep, rich discussion and data. The researcher took field notes during the interviews. The findings of the study revealed discrepancies between the selection criteria applied by the Gauteng Department of Health, the Department of Labour, the SANC and the nursing college management; nurse educators’ feeling of disempowerment related to non-participation as stakeholders in student nurses’ selection; students’ inability to cope with course content revealed that there is a gap between Gauteng Department of Health, Gauteng nursing college management, nurse educators and labour department and a need for review of selection criteria for nursing students, and lack of support from management. The study makes recommendations for practice and nursing education which should assist all the stakeholders in developing selection criteria for nursing students and course content. / Health Studies / M. A. (Nursing Science)

The purpose of this study was to describe the perceptions of nurse educators in Limpopo Province regarding their empowerment. The researcher conducted a quantitative descriptive-correlative research design to describe the perceptions of nurse educators in Limpopo Province regarding their empowerment. Laschinger's Integrated Model of Nurse/Patient Empowerment deduced from Kanter's Theory of Structural Power in organisations and Spreitzer's Psychological Empowerment Theory guided the construction of the data collection instrument. Data collection was carried out using a self-designed structured questionnaire. The population comprised all nurse educators in Nursing Education Institutions in Limpopo Province. The Ethics Committee of the Department of Health in Limpopo Province granted permission to conduct the research in the Limpopo Province. Non-probability convenience sampling was applied to obtain the participant sample for the study. The study shed light on important aspects of nurse educators' perception of their empowerment. The findings demonstrated that nurse educators perceived the concept of empowerment differently. The most incorrect perception of empowerment was that empowerment entailed paternalism rather than democratic (n=73; f=43;58.9%) and that it involved alienation rather than being inclusive, also at 58.9%. The total average scores were of concern to the researcher. The results of respondents' experience of structural empowerment varied as only 0.9%(f=1) did not indicate whether they agreed or disagreed that structural empowerment existed at the NEIs. 40.4% (f=44) indicated/agreed to have experienced psychological empowerment while 57.8% (f=63) have not experienced psychological empowerment. The findings related to association amongst the constructs indicated that gender was not associated with structural empowerment as well as psychological empowerment (p-value less than 0.05). There was no association between the highest qualification and structural empowerment (50.5% (f=55). However, 57% (f=63) agreed that there was an association between the highest qualification and psychological empowerment of respondents. The respondents disagreed that years of teaching experience (50.5% (f=55) was associated with structural empowerment, while 48.6% (f=53) believed it existed. The respondents indicated that no association existed between the campus they were placed at and structural empowerment (50.9% (f=55) while 57.8% (f=62) agreed that the campus placement was associated with structural empowerment as well as being associated with psychological empowerment at 56.5% (f=61). The discipline in which the nurse educators were teaching was not associated with either their structural empowerment (p=843 more than p=0.05) or their psychological empowerment at p=0.955 more than p=0.005). The respondents agreed that the discipline they taught was associated with their psychological empowerment at 55.9% (f=57); however, no statistically significant association existed at p-value 0.665 more than p-value 0.005. As the results indicated, the concept of empowerment yielded various perceptions of nurse educators. The results demonstrated the necessity to develop empowerment programmes for nurse educators at the NEIs. / Maikemišetso a dinyakišiso tše e be e le go hlalosa maikutlo a bafahluši ba baoki mo Profentshing ya Limpopo mabapi le ka fao ba boning matlafatšo ya bona. Go šomišitšwe motheo was hlaloso-kamano go hwetša maikutlo a mafahluši ba baoki. Dinyakišišo di be di ithekgilwe ka kgopolo-kgolo ya Laschinger ya matlafatšo ya balwetši, a e tsere go tšwa kgopolong-kgolo ya Kanter ya matlafatšo mo mešomong le matlafatšo ya megopolo ya go ngwalwa ke Spreitzer. Dikgopolo-kgolo tše di šomišitšwe go aga/dira gore monyakišiši a kgone go hwetša maikutlo a mafahloši ba baoki mo kholetšheng ya baoki. Dinyakišišo tše di itheilwe godimo ga mafahloši ba baoki ka moka mo kholetšheng ya baoki ya profense ya Limpopo. Komiti ya maitshwaro a mabotse mo Lefapheng la Maphelo e file monyakišiši tumelelo ya go dira porotšeke ye. Porotšeke ye e laiditše seemo sa matlafatšo ya mafahluši ba baoki mo porofentsheng ya Limpopo. Dipoelo tša dinyakišišo tše di bontšhitše gore mafahluši ba baoki ma na le maikutlo a a fapaneng mabapi le matlafatšo ya bona. Seo se sa kgotsofatšeng ke gore bafahlušhi ba baoki ba (n=73; f=43;58.9%) ga ba laetša maikutlo a a nyakegang ka gore ba bontšhitše gore matlafatšo mo kholetšeng ya baoki ke kgateleo go na le gore ke temokerasi. Mafahluši ba 58.9% ba rile matlafatšo ke go bea motho thoko bakeng sa go dumela polelo ya maikutlo a lokologilego. Taba ye ke yona e tshwentsego monyakisisi. Dipoelo di bontšhitse gore palo ya bafahlušhi ba baoki e lego 0.9% (f=1) ga se e dumele goba go gana gore go na le matlafatšo mo ba šomago. Mafahluši ba 40.4% (f=44) ba bontshitše gore ba bone gore go na le matlafatšo ba mogopolo mola ba 57.8% (f=63) ba bontšhitše gore gab a ikwa ba matlafaditšwe mogopolong. Dipoelo di bontšha gape gore ga go na kamano magareng ga bong le matlafatšo ya mo mošomong. Gape, ga gona matlafatšo magareng ga go rutega le matlafatšo mo mošomong (50.5% (f=55). Ka go le lengwe, mafahluši ba baoki ba 57% (f=63) ba dumetše gore gona le kamano magareng ga go rutega le mafatšo ya mogopolo. Palo ba bona e lego (50.5% (f=55) e bontšhitše gore gona kamano ya matlafatšo le maitemogelo mola ba (48.6% (f=53) bas a kwane le kgopolo ya gore gona le kamano / Health Studies / D. Litt. et Phil. (Health Studies)

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)