Towards a faculty development guideline for nurse educators at Welwitchia health training centre : an exploratory study

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dc.contributor.advisorMeyer, Rhodaen_ZA
dc.contributor.advisorVan Schalkwyk, Susan Camillaen_ZA
dc.contributor.authorPetrus, Hambelelenien_ZA
dc.contributor.otherStellenbosch University. Faculty of Medicine and Health Sciences. Centre for Health Professions Education.en_ZA
dc.date.accessioned2023-02-06T10:49:58Z
dc.date.accessioned2023-05-18T06:59:40Z
dc.date.available2023-02-06T10:49:58Z
dc.date.available2023-05-18T06:59:40Z
dc.date.issued2023-03
dc.descriptionThesis (MPhil)--Stellenbosch University, 2023.en_ZA
dc.description.abstractENGLISH 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.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING: Die hoofdoel van hoeronderwysinstellings is om leer moontlik te maak. Ten einde opvoeders hierdie doel doeltreffend te kan vervul, moet hulle toepaslik opgelei word om die agtergrond van die rol te verkry. Die aantal instellings in Gesondheidsberoepe Onderwys (HBO), insluitend verpleegopleidingsinstellings, het die afgelope jare aansienlik toegeneem. As gevolg van die groot aanvraag na verpleegopvoeders, het opleidingsfasiliteite begin om geregistreerde verpleegkundiges aan te stel om akademiese poste te vul. Daarom is dit van kardinale belang dat hierdie verpleegopvoeders, wat nie noodwendig voorbereid is vir 'n onderwysrol nie, ondersteuning ontvang om 'n naatlose oorgang van kliniese verpleegkunde na verpleegonderwys moontlik te maak Beplanning en implementering van fakulteitsontwikkeling (FD) programme is een manier waarop verpleeginstansies kan help hierdie verpleegsters in die verhoging van hul kennis en onderrigvermoens. Die doel van hierdie studie was om die perspektiewe van verpleegopvoeders by die Welwitchia Gesondheidsopleidingsentrum (WHTC) te verken oor watter FD-inisiatiewe kan help om hul kennis en begrip van die onderwysrol en die praktyk daarvan te versterk. Daar is in die vooruitsig gestel dat die bevindinge van hierdie studie sou help om aanbevelings te verskaf wat die toekomstige ontwikkeling van 'n FD-riglyn sou inlig. Die riglyn kan WHTC help om 'n program te bou wat geskik is vir FD om in die behoeftes van verpleegopvoeders te voorsien. In hierdie verkennende kwalitatiewe studie is semi-gestruktureerde in-diepte onderhoude gebruik om data in te samel. Die proses van data-analise was tematiese analise, wat afgelei is van die werk van Braun en Clark (2012). Tydens die analitiese proses het dit duidelik geword dat FD gesien moes word om verder as individuele inisiatiewe en opleiding te strek, en dat dit beinvloed is deur 'n wye reeks faktore wat gespreek het tot 'n omgewing wat met toepaslike beleid omraam is, en die voorsiening van ondersteuning en menslike hulpbronne om opvoeders in staat te stel om hul onderwysrol te vervul. Drie hooftemas is geidentifiseer, en elke tema het 'n subtema gehad wat verwante begrippe beskryf. Om 'n verpleegopvoeder te wees is die eerste tema, om 'n verpleegopvoeder te word is die tweede tema, en die versterking van die opvoeder is die derde tema. F In ons rol as verpleegopvoeders neem ons elke dag besluite oor wat om te onderrig en hoe om dit te onderrig. Hierdie keuses word beinvloed deur 'n reeks verskillende faktore en deur hoe ons onsself as onderwysers identifiseer. Hierdie faktore en identiteitspersepsies skets elke opvoeder se "individuele reis", gesentreer op die aard van die rol en die omgewing waarin onderrig plaasvind. Inisiatiewe om die verpleegopvoeder te ondersteun en te versterk, vereis nie net fokus op wat deur elke individu vereis word nie, maar sal ook breer kontekstuele kwessies in ag moet neem. Ten einde WHTC te help om verpleegopvoeders te ondersteun om die vereiste kennis en onderrigvermoens te ontwikkel, is 'n stel riglyne aanbevelings ontwikkel. Die doel van hierdie aanbevelings is om leiding te verskaf vir die toekomstige ontwikkeling van die FD-riglyne en om WHTC te help om 'n bemagtigende omgewing te skep en om 'n geskikte FD-program te ontwikkel wat opvoeders kan help om hul rol as onderwysers te erken en waardeer.af_ZA
dc.description.versionMasters
dc.format.extentxii, 97 pages : illustrations ; includes annexures
dc.identifier.urihttp://hdl.handle.net/10019.1/127003
dc.language.isoen_ZAen_ZA
dc.publisherStellenbosch : Stellenbosch University
dc.rights.holderStellenbosch University
dc.subject.lcshNursing -- Study and teachingen_ZA
dc.subject.lcshClinical competenceen_ZA
dc.subject.lcshPrimary health workers -- Attitudesen_ZA
dc.subject.lcshNurses -- Training ofen_ZA
dc.subject.nameUCTD
dc.titleTowards a faculty development guideline for nurse educators at Welwitchia health training centre : an exploratory studyen_ZA
dc.typeThesisen_ZA
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