Browsing by Author "Petrus, Hambeleleni"

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    Towards a faculty development guideline for nurse educators at Welwitchia health training centre : an exploratory study
    (Stellenbosch : Stellenbosch University, 2023-03) Petrus, Hambeleleni; Meyer, Rhoda; Van Schalkwyk, Susan Camilla; Stellenbosch University. Faculty of Medicine and Health Sciences. Centre for Health Professions Education.
    ENGLISH SUMMARY: The main goal of higher education institutions is to enable learning. For educators to fulfill this goal effectively, they must be suitably trained to obtain the background of the role. The number of institutions in Health Professions Education (HPE), including nursing training institutions, has increased significantly in recent years. Due to the high demand for nurse educators, training facilities began hiring registered nurses to fill academic positions. Therefore, it is crucial that these nurse educators, who may not necessarily be prepared for a teaching role, receive support to enable a seamless transition from clinical nursing to nursing education Planning and implementing faculty development (FD) programmes is one way nursing institutions can assist these nurses in increasing their knowledge and teaching abilities. The goal of this study was to explore the perspectives of nurse educators at the Welwitchia Health Training Center (WHTC) about what FD initiatives could assist in strengthening their knowledge and comprehension of the teaching role and its practice. It was envisaged that the findings of this study would help in providing recommendations that would inform the future development of a FD guideline. The guideline might help WHTC build a programme that is appropriate for FD to serve the needs of nurse educators. In this exploratory qualitative study, semi-structured in-depth interviews were used to gather data. The process of data analysis was thematic analysis, which was derived from the work of Braun and Clark (2012). During the analytical process, it became clear that FD needed to be seen to extend beyond individual initiatives and training, and that it was influenced by a wide range of factors that spoke to an environment that was framed with appropriate policy and enabled the provision of support and human resources to enable educators to fulfil their teaching role. Three main themes were identified, and each theme had a subtheme that described related notions. Being a nurse educator is the first theme, becoming a nurse educator is the second theme, and strengthening the educator is the third theme. In the role as nurse educators, decisions are made every day about what to teach and how to teach it. These choices are influenced by a range of different factors and by how individuals identify themselves as teachers. These factors and identity perceptions chart out each educator’s ‘individual journey,’ centered on the nature of the role and the setting in which teaching occurs. Initiatives to support and strengthen the nurse educator requires not only focusing on what is required by each individual but will also need to take broader contextual concerns into account. In order to assist WHTC in supporting nurse educators to develop the requisite knowledge and teaching abilities, a set of guiding recommendations were developed. The goal of these recommendations is to provide guidance for the future development of the FD guidelines and to assist WHTC in creating an enabling environment and to develop a suitable FD programme that may help educators recognise and value their role as teachers.