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)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/26604 |
| Date | 11 1900 |
| Creators | Matahela, Vhothusa Edward |
| Contributors | Van Rensburg, Gisela Hildegard |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | 1 online resource (xiv, 390 leaves) : maps, illustrations (some color), application/pdf |
Page generated in 0.003 seconds