Nursing Education Institutions Research Articles

Towards Engagement in Self-Leadership Practices in the Era of Reforms: South African Nurse Teachers' Views on Own Personal Mastery

Nurse teachers are expected to be agile and adequately prepared to cope with a continuously changing and competitive academic environment. This requires nurse teachers to continually strive for high levels of personal mastery, that is, the motivation to continue learning to improve teaching and learning. However, little is known about nurse teachers’ personal mastery within a nursing education environment. The article aims to understand nurse teachers’ perceptions of their personal mastery and how their personal mastery could be promoted in a nursing education institution (NEI) context.An explorative, descriptive qualitative design was utilised. Data were collected from nurse teachers working in purposively selected NEIs in South Africa. Four semi-structured focus group interviews were audio-taped, and the interviews were conducted until data saturation was reached. Tesch’s methods were used for thematic data analysis. The two themes that emerged were: views about the meaning of personal mastery in nurse teachers, and views on how nurse teachers’ personal mastery can be enhanced in an educational institution. Nurse teachers should engage in self-leadership practices in order to stimulate their personal mastery. Institutions should provide enabling environments that support the continuous learning of nurse teachers. Teaching nurses in today’s competitive environment requires nurse teachers who are agile and striving to achieve high levels of self-leadership and personal mastery.

Students' knowledge, attitude and practices towards pressure ulcer prevention and management.

Student nurses provide nursing care to patients during clinical allocation, and their competence may affect the quality of care given to the patients. Good knowledge and positive attitudes enhance early detection for prevention and management of pressure ulcers. To determine undergraduate nursing students' knowledge, attitude and practices (KAP) towards prevention and management of pressure ulcers. A nursing education institution in Windhoek, Namibia. A quantitative, cross-sectional research design was used to conveniently sample (n = 50) student nurses and collect data using a self-administered questionnaire. Data were analysed using the statistical software programme (SPSS) version 27. Descriptive frequencies were applied, and Fishers exact test was performed. A statistical value of p < 0.05 was considered significant. Fifty (n = 50) student nurses consented to participate in the study. Student nurses reported good levels of knowledge (n = 35; 70%), attitude (n = 39; 78%), practices (n = 47; 94%). There was no statistically significant association between demographic variables and the level of knowledge, attitudes and practices, p > 0.05. Student nurses have good knowledge, positive attitudes and practices on prevention and management of pressure ulcers. By the implications, the study concludes that the nursing students will competently manage the pressure ulcers occurring in the clinical setting. An observational study is recommended to assess practices in the clinical setting. The findings of this study will help to close the gap in the implementation of standard operating procedures for the prevention and management of pressure ulcers.

Stories of being a new nurse academic at a nursing education institution.

The objectives of this study were to explore and discover the best moments of being a new nurse academic at nursing education institutions. The purpose of this study was to define, discover and learn about the experiences of being a new nurse academic. A qualitative design with inspiration from Appreciative Inquiry (AI) was used. Purposive and snowball sampling was used. Data collection was done using semi-structured individual interviews. Data were analysed using Giorgi's method. The COREQ guidance was used for reporting of this study. Four themes were identified. (1) The emphasis was their transition from clinical setting into the world of academics, which was challenging, overwhelming and exciting all at the same time. (2) Participants were fulfilled and influenced to achieve more. (3) Participants expressed what they wished for. (4) Participants shared recommendations for job security, employment and retainment of new nurse academics.

Reflections on a nursing education institution transitioning to online education during the Covid-19 pandemic

In 2022, nursing faculty reflect on the transition without global or national benchmarks or blueprints of a South African Nursing Education Institution to online education during the Covid-19 pandemic. Objective: To provide policy makers a resource in preparation for future crises in education. A theoretical-reflective study supported by a SWOT analysis aimed to understand the transition to online teaching and learning and assessments for the Nursing Discipline (nursing faculty n = 22; undergraduate students n = 291) of a select South African university. It revealed four key lessons learned. Firstly, whether change is planned or unplanned, policy frameworks should guide it. Secondly, resources exist within faculty, and at times, change agents might not be necessary as strengths can be drawn from within. Thirdly, through managing a crisis, faculty-service partnership can be strengthened. Lastly, a need exists for continual surveillance as the inequality gap in Higher Education students has become increasingly visible and amplified further marginalisation. Our reflections have highlighted that opportunities and strengths abound as the pandemic has fast-tracked nursing education institutions to embrace technology for teaching and learning and assessments. Three of the key lessons learned emphasise what is known about the successful outcome of working together.

Implementing a program to transform the workplace culture towards person-centeredness in a public nursing education institution in South Africa

BackgroundIneffective workplace relationships and an inconducive workplace culture contribute to poor job satisfaction and high nurse educator turnover rates. The aim of the study was to implement a program to transform the workplace culture towards person-centeredness in a public nursing education institution in South Africa. MethodThe study followed a Transformative Practice Development design using a participatory action research approach. The Transformative Practice Development method guided a program implemented from February 2019 to November 2019 to promote a person-centered workplace culture. From a population of nurse educators and nurse managers, we purposively sampled 46 participants. Baseline data were collected during consensus meetings in February and May 2019 facilitated by two independent nursing education experts. Twelve feedback sessions were conducted to obtain feedback during program implementation. Data were thematically analyzed. ResultsDuring implementation, the program addressed positive work relations, communication and leadership. The participants indicated that the program facilitated person-centered work relations through group cohesion, change processes, and real and authentic attitudes. ConclusionPerson-centered communication is achieved through reflective communication and cultural sensitivity. Nurse educators should enhance their leadership styles by evaluating and transforming their leadership traits and processes to person-centeredness.

Student nurses’ perceptions of caring during clinical assessments in a private nursing education institution in South Africa

Caring behaviours are taught through instruction and clinical instructors’ role modelling while training student nurses. Learning to care for patients and providing safe nursing care is central to any nursing programme. The effects of caring actions are lifelong, positively impact patient outcomes, and result in nurses’ improved physical and emotional well-being.During student nurses’ clinical placement, they complete clinical assessments where they demonstrate practical and theoretical knowledge and interact with the clinical instructor while observing the presence of caring. This study aimed to examine the presence of caring during clinical assessments at five campuses of a private nursing education institution in South Africa. Recommendations were formulated to facilitate caring during student nurses’ clinical assessments. A descriptive, comparative, correlational research method was used. These perceptions were defined and compared as the clinical assessments naturally occurred, and the findings were correlated according to various variables such as age, gender, and location.The results indicated the site of students’ placement had the most significant influence on their perception of the presence of caring. The research findings indicate a correlation between clinical instructors’ characteristics and student nurses’ perceptions of caring. Based on the study’s findings, recommendations were to hold workshops for clinical instructors on methods to demonstrate caring during clinical assessments, facilitate strategies for student nurses to provide feedback on clinical assessments, develop professional, supportive behaviours among clinical instructors, and increase their emotional intelligence.

'안전과 질 향상' 간호교육을 위한 교육과정개발

Purpose : The purpose of this study was to suggest a case of ‘safety and quality improvement’(PO5) education curriculum development through a systematic and scientific procedure. Methods : This study consisted of two phases. The first phase was a preliminary survey to draw the ground for the development of the PO5 curriculum. In the second phase, the content validity of the constituent factors and major concepts of PO5 was verified. Finally, learning objectives for ‘safety and quality improvement’ nursing education were derived and a curriculum was developed. Results : 17 major concepts were established in 6 factors for PO5 competency development, 51 learning objectives related to major concepts were established. The PO5 curriculum was composed of subjects and extracurricular activities according to the level of implementation. Conclusion : Using the results of this study, it is possible to systematically compose educational contents and learning activities to achieve PO5 according to the characteristics of nursing education institutions, to compose not only educational courses but also non-educational courses, and even to build an evaluation system. Therefore, this study suggested a basic direction for ‘safety and quality improvement’ education for nursing students and is expected to contribute to the first step in improving future health care by ultimately ensuring the safety and quality of patients and health providers.

What should be measured? Nursing education institutions performance: a qualitative study

ObjectivesIn this qualitative study, we specify important domains of a nursing education institution that need to be measured to represent its performance via students’ perspectives, one of the most important...

Men in the service of humanity: Sociocultural perceptions of the nursing profession in South Africa

&#x0D; &#x0D; &#x0D; &#x0D; Background. The classification of nursing as a female-gendered profession, along with patriarchally determined cultural gender roles, makes it difficult for men to select nursing as a career and to excel in their caring capacity as nurses.Objective. To gain in-depth insights into and an understanding of male nursing students’ perceptions of the nursing profession.Methods. A generic qualitative approach, which was explorative, descriptive and contextual, was used to conduct the study. Sixteen male nursing students at two nursing education institutions in KwaZulu-Natal Province, South Africa, were purposively sampled to participate in the study. Data were collected using semi-structured interviews and unstructured observation. Thereafter, thematic analysis was used to analyse the data.&#x0D; Results. Three main themes were developed from the interview data. The participants perceived nursing as the extension of women’s work, with low social status ‒ nursing is not considered to be a profession for men. During the provision of nursing care, feelings of discomfort and embarrassment were experienced. They feared misinterpretation of their care, especially when caring for the naked body when alone with a patient. They resorted to the use of cautious caring, where they do not provide physical care alone, but seek support, especially from female nurses.&#x0D; Conclusion. Male nursing students require role models to support them in their academic journey towards becoming competent practitioners. A male-friendly environment should be created to enable them to provide quality nursing care to all patients. The society needs to be empowered in understanding that men choose the nursing profession to provide care, and that they are capable of caring for the sick.&#x0D; &#x0D; &#x0D; &#x0D;

Nurse educators' experiences regarding management practices at a nursing education institution.

Currently nursing education is undergoing major transformation that pose considerable challenges with which nursing education institution (NEI) management must deal. Yet nurse educators displayed behaviour that reflected distrust, loss of respect and loyalty and a paucity of admiration towards NEI management. The article aimed at exploring the lived experiences of nurse educators regarding the management practices at a NEI. The setting was a public NEI in Gauteng, South Africa that had 11 departments and offered both undergraduate and post-basic studies. A qualitative, exploratory, descriptive, contextual and phenomenology study was conducted with a purposive sample of 20 qualified nurse educators who were fully employed, taught at the current NEI and were willing to participate. Data were collected from June 2015 to July 2016 through face-to-face, semi-structured individual interviews and analysed using Tesch's protocol. Ethical principles were observed and trustworthiness ensured. The themes that emerged were management's dominant use of one leadership style with inconsistent treatment; lack of stimulation to aspire to higher academic levels; and lack of support with minimal resources. Nurse educators experienced ineffective management practices and this ineffectiveness had negative impact for nurse educators in coping with major transformational changes brought by the dynamic nursing education environment. The recommendations made might assist NEI managers to improve their management practices, therefore assist nurse educators cope with transformation. The findings added to the body of existing knowledge on effective management of NEIs by aiming to achieve institutional and individual goals within a transformative environment.

Nurse Educators’ Views on the Implementation of Simulation-based Education in Lesotho

The adoption of a competency-based curriculum has necessitated the shift of simulation-based education to the centre stage rather than being an add-on in the nursing education programme. Since the adoption of a competency-based nursing curriculum in Lesotho in 2014, simulation-based learning has been one of the policy areas and is implemented in all private nursing education institutions. The purpose of this study was to explore and describe nurse educators’ views on the implementation of simulation-based education by nursing education institutions in Lesotho. A qualitative study, guided by the grounded theory approach, was conducted in the four private nursing education institutions in Lesotho. Participants, who included nurse educators (24), were purposively selected. Focused group discussions were used to collect data, and theoretical sampling was also employed as one of the sampling methods. Data were collected from 25 August 2020 to 5 January 2021. The data were analysed following Corbin and Strauss’s grounded theory approach, which includes open and axial coding. Three categories emerged: 1) learning resources; 2) learning environment; and 3) views on the delivery of simulation-based education. Participants expressed various views on teaching and learning resources that are used for simulation teaching, how learning is structured in the simulation laboratories to suit their context and diverse positive and negative views on the delivery of simulation-based education. Limited numbers of high-fidelity mannikins and simulation equipment do not prevent institutions from implementing simulation-based education. Before student placement in the real clinical setting, in order to bridge the theory-practice gap, students are placed in the simulation laboratory.

Utilization of student support services by undergraduate students in Nursing Education Institutions in South Africa

This article aimed to investigate the availability and utilization of support services by undergraduate (UG) students in a nursing education institution in South Africa. The article employed a quantitative non-experimental descriptive design, using a self-administered questionnaire, to collect data from 118 participants selected through a non-probability random sampling method. The IBM SPSS software was utilized for data analysis, frequencies to illustrate the availability and utilization of student support services and Spearman’s correlation test to determine the relationship between variables. The results showed high awareness of 82.1% to 91.3% for the remedial programs, availability of lecturers for appointments, medical services, and compulsory orientation. Positive correlations were observed between service utilization, school type, place of origin, and parent employment status. The results reflected areas where student support can be improved to address this problem, from pre-enrolment to graduation. There is a need to improve awareness and utilization of the available student support programs through policy formulation and quality enhancement programs for impact and improvement.

Simulation-based education model for under-resourced nursing education institutions in Lesotho.

The changing landscape of nursing education to competency-based education has strengthened the importance of simulation learning in the process of developing the required graduate competencies. This study aimed to develop a model that guides the implementation of simulation-based education (SBE) in under-resourced nursing education institutions in Lesotho. Four Nursing Education Institutions in Lesotho. An explanatory sequential mixed methods design was adopted. Sampling methods included stratified systematic random, purposive and systematic sampling. The total sample was 390 comprising students, nurse educators and principals. Data were collected through questionnaires, focus group discussions and in-depth unstructured individual interviews. Statistical analysis was employed for quantitative data while a grounded theory approach guided the qualitative data analysis and model development. Implementation of simulation emerged as a multilevel, multi-actor and multistage process of adopting, introducing and implementing SBE. This education takes place in a simulated environment that serves as a connecting bridge between the learning of theory in the classroom and clinical learning in real-life settings. The model generated from this study has simulation implementation as the main concept that is supported by four major concepts: (1) simulation initiation at the strategic level, (2) simulation implementation at the tactical level, (3) simulation implementation at the operational level and (4) simulation outcomes. Successful implementation of simulation requires buy-in from key stakeholders. Simulation-based education policy, competent facilitators and a well-resourced clinical skills laboratory may facilitate the development of the required competencies. The study provides guidance on how SBE can be implemented in resource-limited settings.

Preceptor support during the COVID-19 pandemic: Recommendations for continuing development

Mentally fit preceptors may be more capable and flexible in providing students with system, emotional and cognitive support in the clinical learning environment (CLE) in the face of any life-threatening outbreaks. Existing professional development programmes for preceptors emphasise the development of preceptor competence in a normal CLE with minimal focus on their ability to engage with adverse events that challenge their mental health. The study sought insight from preceptors' experiences during the coronavirus disease 2019 (COVID-19) pandemic to identify their professional development programme needs while providing support to students during accompaniment. A mixed methods convergent parallel design was used to collect data from 24 preceptors at a nursing education institution (NEI). Eleven preceptors responded to the survey that included the coronavirus disease 2019 (COVID-19) Stress Scale (CSS) and Burnout Assessment Tool (BAT) to collect quantitative data. Semistructured interviews were conducted with five purposively selected preceptors to collect qualitative data regarding their experiences while accompanying students during the COVID-19 pandemic. Subscales within the CSS and BAT instruments were mapped against an existing preceptor support framework. Overall CSS data for each subscale indicated an average score varying from no stress to moderate stress, while BAT data shows that respondents rarely experienced burnout. However, some respondents experienced very high levels of stress and burnout. Qualitative data supplemented results. The COVID-19 pandemic influenced preceptors' role in supporting students and reflecting that they amended their functioning role. Existing preceptor professional development programmes should be reviewed to ensure that the necessary concepts that foster resilience are integrated to enhance the functional role of preceptors in adversity.Contribution:Existing preceptor professional development programmes should be reviewed to ensure that the necessary concepts that foster resilience are integrated to enhance the functional role of preceptors in adversity.

Recommendations for online learning challenges in nursing education during the COVID-19 pandemic

Nursing education institutions have had to change from face-to-face to online learning because of the coronavirus disease 2019 (COVID-19) pandemic. The online learning mode, however, had several challenges. To explore and describe recommendations made to address the online learning challenges in nursing education during the COVID-19 pandemic. This study adopted a narrative literature review to achieve its objectives. The search for the relevant literature used Google Scholar, ScienceDirect, African Journal (previously SAePublications), EBSCOhost, EBSCO Discovery Service and Scopus databases. There were four findings identified from the literature search: provision of adequate resources, monitoring of academic dishonesty, provision of technical support and revision of the curriculum. More work in nursing education is necessary to address the challenges of adopting online learning during and after the COVID-19 pandemic. To meet the issues of online learning in nursing education, thorough preparations and safeguards are necessary.Contribution:The outcomes of this study will benefit nursing education by incorporating recommendations from many studies to overcome online learning issues in nursing education during the COVID-19 pandemic.

A Review on the Management System of Nursing Education Institutions

A Review on the Management System of Nursing Education Institutions

Lessons Learned from Forced ERT (Emergency Remote Teaching) Caused by Covid-19: The Experience of Heads of Nursing Education Institutions

The aim of papers is to describe and discuss the impact of the COVID-19 pandemic on the traditional approach in undergraduate nursing education in Israel. The lockdowns due to the COVID-19 pandemic forced an abrupt transformation from the face-to-face educational approach to ERT (Emergency Remote Teaching) in tertiary education in general and in undergraduate nursing education in particular. The current research was part of a mixed-method doctoral study that explored the implementation of a new nursing core curriculum mirroring social change in Israel. This particular section was based on in-depth interviews of 14 heads of nursing schools and nursing departments in colleges and universities. The content data analysis was performed on in-depth interviews. The interviews were conducted between March 2019-January 2021, after the release of the draft version of the new nursing core curriculum. Half of the interviews were completed after the outbreak of the COVID-19 pandemic, and so relevant to the current discussion. These interviews included additional questions about the transformation to ERT and adjustments for this made in nursing education institutions. The content analysis revealed the theme that exposed the different ways that nursing education programs in Israel were managed during the COVI-19 pandemic. Findings are presented and analyzed. The categories emerging from this theme related to different coping patterns with ERT, consequences, coping with clinical practice challenges and with online examinations and lessons learned. The paper discussed the impact and the perceived necessity of various online platforms. The findings demonstrate that Israeli nursing educators learned to overcome the main barriers to distance learning. This process was largely engendered by the COVID-19 pandemic that forced them to face and manage the situation. The lessons learned equipped them with valuable tools to adjust nursing education to 21st-century demands.

Undergraduates’ experiences of the post RN BScN program, Karachi, Pakistan

Introduction: Nursing education has a major responsibility in preparing nurses for clinical practice. In Pakistan, most of the nurses are diploma qualified. Post Registered Nurse Bachelor of Science in Nursing (Post-RN BScN) program plays a substantial role in the transition from diploma to degree. Therefore, it is necessary to explore the experiences of graduates of Post-RN BScN for the successful implementation and quality improvement of the program.&#x0D; Objectives: This study explored the strengths and weaknesses of the Post-RN BScN through experiences of the nurses who completed the BSc N program in 2015 in nursing education institutions in Karachi, Pakistan.&#x0D; Methodology: The qualitative descriptive exploratory study was designed to explore the experiences of the nurses who completed the Post-RN BScN in 2015. Purposive sampling was used for data collection through semi-structured interviews. Data was analyzed through the content analysis method, through which sub-themes and themes emerged.&#x0D; Results: The study participants from a public sector highlighted the strengths of program, such as integration of theoretical knowledge into clinical practice, having graduate qualified faculty, and having appropriate technological and education resources. Whereas, majority of the participants were concerned about the lack of integration of theoretical knowledge into clinical practice, under qualified faculty with unsatisfactory teaching competencies, inaccessibility to and unavailability of resources.&#x0D; Conclusion: The study provided recommendations for stakeholders for improvement in the quality of nursing education by addressing major areas such as integration of theory into practice, competencies and shortage of the faculty members, and provision of technological and educational resources.

Quality of Clinical Nursing Education Programme in Ghana: Preceptors’ Perspectives

Background: Clinical education is an important component of the training of nursing students. Preceptors play a key role in the clinical education of nursing students by providing support for the students during clinical placement. There is dearth of studies in the Ghanaian context that has assessed preceptors’ perception of clinical nursing.Purpose: The purpose of this study was to assess preceptors’ perceptions of the quality of clinical nursing education in Northern Ghana.Methods: This study was a cross-sectional survey conducted using an already existing questionnaire. Three hundred and nineteen (319) preceptors recruited from three hospitals participated in the study. A proportional quota sampling technique was used to allocate the sample size to the three hospitals and a simple random sampling technique was used to select the participants. The data were analysed using Stata version 15 and the results were presented using descriptive and inferential statistics.Results: The study findings indicate that the preceptors’ generally perceived that the quality of clinical placement area and clinical assessment were slightly above average as they scored each of them 2.30 on a scale of 0-4 (95% CI:2.21-2.39). The preceptors also perceived that the quality of clinical teaching and learning was average as the they scored it 2.04 on a scale of 0-4 (95% CI:1.95-2.13). Also, the preceptors had a lower level of agreement, 1.75 on a scale of 0-4 (95% CI:2.15 -2.45) regarding teaching and development of the students being the responsibility of only the university.Conclusion: Preceptors perceived that nursing education institutions and clinical facilities need to work together to improve clinical nursing education. This calls for the need for an effective collaboration between clinical facilities and nursing education institutions to develop training programmes for preceptors to improve their skills in clinical teaching and clinical assessment of students.

Postgraduate students’ experiences with learning management systems at a selected nursing education institution in KwaZulu-Natal Province

Background. Learning management systems (LMS) are indispensable teaching and learning tools in nursing education, and in recent years, LMS have become a cornerstone to support online learning, particularly during the COVID-19 pandemic. The South African (SA) e-education policy requires every teacher and learner in the education and training sector to be information and communication technology (ICT)-capable, and able to use ICTs confidently and creatively to help develop the skills and knowledge they need as lifelong learners to achieve their personal goals and be full participants in their global communities. Objective. To investigate postgraduate students’ experiences with learning management systems at a selected nursing education institution in KwaZulu-Natal Province, SA. Method. An exploratory, descriptive research design was used, and the whole population of 16 postgraduate nursing education students who were exposed to Moodle as a learning management system participated in the study. Qualitative data were collected through semi-structured interviews, followed by focus group discussions, with thematic analysis used to analyse data. Results. This was the first time that most participants had been exposed to an online learning course, and the experience made them feel empowered as it provided enabled reflection and deep learning. Participants indicated that the range of interactions and level of engagement determined the eventual level of knowledge constructed. The online facilitator played a central role in guiding and supporting students, and ensuring that they achieved the learning outcomes. The online learning benefits included increased socialisation, convenience and flexibility, asynchronicity and accessibility of learning material. The challenges were the lack of real-time response, financial cost and technical issues. Conclusion. An intense ICT orientation for students is recommended to ensure that they are informed of the requirements before starting the online course. The online facilitators must be more visible in the online space, participate more often in discussions and stimulate constructive dialogue.