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GUIDELINES FOR THE FACILITATION OF SELF-LEADERSHIP IN NURSE EDUCATORS
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... Drawn from a mixed-methods study on the self-leadership of nurse educators (N = 265) in South Africa (Matahela, 2019;Matahela & Van Rensburg, 2022), this article explores how nurse educators can utilize personal mastery in dealing with their own perceived coloniality in a nursing education institution environment. Self-leadership is defined as a selfinfluence process through which individuals achieve the self-direction and self-motivation necessary to perform (Neck et al., 2019). ...
... Hence, courage is required to implement reforms to decolonize the nursing education system by safeguarding the incorporation of Indigenous knowledge and practices into the new curricula. Table 1 illustrates how nurse educators can take ownership of their personal mastery, engaging in selfreflection through different views of the self, knowledge, peers and students, and the community (Matahela, 2019;Matahela & Van Rensburg, 2022). ...
Background: Nursing education in South Africa is undergoing reforms to respond to changes brought about by a new higher education qualifications framework. These reforms are happening in an era when leaders, educators, and students in higher education institutions are engaged in dialogs about decolonizing institutions, curricula, and pedagogy. Of the numerous calls for this decolonization, few have given attention to decolonizing the self. Confronting coloniality in educational institutions may elicit resistance to change and feelings of discomfort, anxiety, and fear. Engagement in personal mastery practices could be useful for nurse educators engaged in efforts to confront and deal with their own discourses that may embody and promote coloniality. Aim: This article explores how nurse educators can utilize personal mastery in dealing with their own perceived coloniality, focusing on taking ownership of self-leadership during a reflection on one's own behavior as a nurse educator. Methods: Drawn from the findings of a mixed-methods study, the integrated data prompted three themes addressing self-leadership: Taking ownership, motivational factors, and facilitating self-leadership in nurse educators. Conclusion: Engagement in personal mastery could assist nurse educators in bringing about decoloniality in nursing education institutions. Implications for Practice: Institutions should provide nurse educators with environments that support continuous professional development.
... These are important self-leadership attributes that would keep individual educators and academic teams motivated to improve their performance. Similarly, successful organisations invite and consult subordinates to platforms where decisions are taken, listen to their thoughts and views, and incorporate their inputs into the organisation's strategic decisions (Matahela 2019). ...
Background: The authors have observed that studies on autonomy-supportive climates in academic settings mostly focus on educator-facilitated supportive environments that motivate students towards improved performance. Yet, little is known about how academic institutions teaching nursing can facilitate autonomy-supportive climates that enhance health sciences educators’ self-leadership practices.
Aim: This article discusses ‘autonomy-supportive climate’, a factor that emerged as a self-leadership practice construct, and how it can be promoted in academic institutions to facilitate self-leadership practices in health sciences educators.
Setting: The study was conducted in purposively selected academic institutions (N = 15) located in two provinces in South Africa.
Methods: Quantitative methods were employed to describe the factor ‘autonomy-supportive climate’, which yielded as a self-leadership practice construct, from a broader mixed methods project that sought to formulate guidelines that could promote health sciences educators’ self-leadership. The data were analysed using exploratory factor analysis.
Results: The construct ‘autonomy-supportive climate’ is one of the five constructs in the Self-leadership Practices Subscale that was found to be meaningful and valid, with its Cronbach alpha coefficient of 0.82 being the highest in the subscale. The perceptions of participants were that an autonomy-supportive climate promotes the facilitation of the educators’ self-leadership in a nursing education setting.
Conclusion: An academic institution could play a significant role in enabling self-leadership in educators, which would in turn improve their teaching performance.
Contribution: This study describes autonomy-supportive climate as a facilitator of self-leadership in health sciences educators. The study’s recommendations could assist institutions in facilitating a climate that strengthens educators’ self-leadership.
... [9] Although self-leadership has been widely researched in other disciplines such as sports, teaching, business and management, Ntshingila et al's [14] study established that the self-leadership concept is poorly understood in nursing, and propose that the concept's meaning and values require further investigation. Matahela's [15] integrative literature review established that the meaning of self-leadership in an NEI context was not clearly elucidated, and recommend that further concept exploration and description, from nurse educators themselves in an NEI setting should be conducted, using exploratory methods including interviews. ...
Background and objective: Organisations, including academic institutions, are moving away from the traditional top-down command and control leadership styles to a focus on internal leadership (self-leadership) of staff. In the absence of traditional external leadership, individuals with self-leadership skills and qualities can make smart decisions to achieve organisational success. Despite the availability of literature studies on nurses’ self-leadership, there is a dearth of studies addressing self-leadership in nurse educators. It is imperative that a study exploring nurse educators' perceptions regarding their self-leadership be conducted to achieve a comprehensive understanding of the phenomenon. This would assist in identifying the role that stakeholders play in creating an enabling academic environment that promotes the development, the practice, and supportive interventions of self-leadership. This study sought to explore and describe the perceptions of nurse educators regarding their self-leadership and how this can be facilitated in a nursing education institution (NEI) context.Methods: A qualitative, exploratory, and descriptive research design was used to provide an in-depth exploration of the perceptions of nurse educators regarding their self-leadership in an NEI setting. Four semi-structured focus group interviews were conducted with purposively selected nurse educators, and audiotaped until data saturation resulted. The researcher and an independent coder analysed the data using Tesch protocols on thematic analysis. Lincoln and Guba’s strategies were used to achieve trustworthiness.Results: Two themes emerged, namely: nurse educators’ perceptions of self-leadership; and the facilitation of self-leadership in nurse educators.Conclusions: The nurse educators mirrored themselves as leaders in action and are aware of the importance of their engagement in self-leadership activities in learning and teaching. Facilitating self-leadership within nurse educators was perceived to be the responsibility of individual nurse educators, and to a certain extent their colleagues, and that of the institutional management team.
Background:
Self-leadership has emerged as a leadership style that could be used to achieve successful performance for individuals and organisations, including higher education institutions. It is, however, not known how nurse educators perceive their self-leadership practices.
Objective:
To describe the self-leadership practices of nurse educators at nursing education institutions.
Methods:
This article reports the quantitative phase of a broader exploratory, descriptive, sequential mixed-method design study conducted with conveniently selected nurse educators (n=265) in two provinces in South Africa. Data were collected using a self-administered questionnaire.
Results:
Constructs found to be valid for self-leadership practices were autonomy-supportive environment, continuing professional development, role modelling, and shared leadership. Respondents perceived themselves to be engaged in self-leadership practices. The Cronbach alpha coefficient indicated the internal consistency of the constructs.
Conclusion:
Educational institutions should create environments that support autonomy and role modelling to facilitate the engagement of nurse educators in self-leadership practices.
The aim of this study was to obtain empirical evidence and clarity about the influence of the phenomenon of personality, motivation to career success, either partially or simultaneously based on self-leadership theory. In addition, to determine whether there is differences in personality, motivation to career success between men and women. The unit of analysis is a lecturer in the area of Cirebon region. The total samples are 120 people. The method used is descriptive and verification method. To test the model and hypotheses used regression analysis. The results showed that personality and motivation affects the career success. The Influential of personality and motivation of success is together toward career success. There was no difference in personality, motivation to career success among male and female in the college.
Nurse bullying is a systemic, pervasive problem that begins well before nursing school and continues throughout a nurse's career. A significant percentage of nurses leave their first job due to the negative behaviors of their coworkers, and bullying is likely to exacerbate the growing nurse shortage. A bullying culture contributes to a poor nurse work environment, increased risk to patients, lower Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS) patient satisfaction scores, and greater nurse turnover, which costs the average hospital $4 million to $7 million a year. Addressing nurse bullying begins with acknowledging the problem, raising awareness, mitigating contributing factors, and creating and enforcing a strong antibullying policy. Nurses and stakeholders also must actively work to change the culture, and understand that bullying has no place in the nursing profession or anywhere else in health care.
Mindfulness training is a novel method of leader development but contrary to its rising popularity, there is a scarcity of research investigating how mindfulness training may affect leader capabilities. To gain a better understanding of the potential of a new research field, qualitative research is advantageous. We sought to understand how senior leaders experience the impact of mindfulness training in their work lives and leadership ability. The sample comprised 13 leaders (n = 11 male) working in six organizations that completed a 10-week workplace mindfulness training (WMT). We conducted semi-structured interviews 6 to 12 months following course completion. We analyzed the data following thematic analysis steps and based on these findings, we devised a framework of the perceived impact of mindfulness training on self-leadership and leadership capabilities. We show that WMT exhibited impact on three self-leadership capacities: mindful task management, self-care and self-reflection and two leadership capacities: relating to others and adapting to change. Participants’ recounts additionally suggested effects may expand to the level of the team and the organization. We show that WMT may be a promising tool for self-directed leadership development and outline avenues for future research.
Transformational leadership has been acknowledged as an important influencing factor in knowledge management and innovation systems across a range of industries. However, there is a lack of research linking transformational leadership, knowledge sharing, and innovation within higher education, specifically within developing countries such as Iraq. This research seeks to examine the linkages between transformational leadership, knowledge sharing and innovation in higher education. The study involved surveying 250 academic staff based in Iraqi public universities. A model was developed and tested using structural equation modelling. A positive direct impact was found amongst transformational leadership, knowledge sharing and innovation. Moreover, knowledge sharing was identified as a mediator between transformational leadership and innovation. The implications of the findings for higher education institutions are discussed.
Background: Competencies of health care workers, including nurses, often do not meet the health needs of populations. The clinical learning environment (CLE) is vital in socialising neophyte student nurses to display the desired competencies. Student nurses are however confronted with challenges, especially in the CLE, during this process.
Aim: This article shares three validated guidelines to support professional nurses and nurse educators in facilitating appropriate professional socialisation of student nurses in the CLE.
Setting: The study was conducted in an 832-bed academic hospital and nine nursing education institutions (NEIs) that offered the nursing programme concerned in a province in South Africa.
Method: A sequential, exploratory, mixed-methods study was conducted and qualitative data were collected from two purposive samples, consisting of seven focus group interviews and field notes. Five themes that emerged from the integrated data guided the instrument design to collect data quantitatively from 277 educators. Experts validated 10 guidelines to a set of criteria, which was developed combining all data.
Results: Qualitative and quantitative research evidenced that the CLE mostly did not support student nurses during professional socialisation. A few role models’ behaviour was noteworthy, while student supervision was inadequate. The CLE was stressful, lacked in resources, marked by uncoordinated student placement, insufficient communication and inadequate preparation of student nurses. This evidence informed the development of the guidelines.
Conclusions: The guidelines were (1) the empowerment of role models through reflective practice, (2) capacity building of professional nurses and nurse educators as clinical supervisors by means of intervention strategies and (3) adopting a multifaceted approach in the creation of a positive CLE. These guidelines could facilitate appropriate professional socialisation of student nurses.
Research in speech and language therapy education has focussed on investigating models of clinical placements, rather than how learning is optimised in practical settings. A distinction has been made in practice-based learning in medical education between ‘capability’ and ‘competency’, urging educators to prioritise learning that enables problem solving and application of theory. We know little about student speech and language therapists’ (SLTs) and educators’ perception and expectations of clinical learning in placement and how this relates to capability. We investigated student SLTs’ and educators’ beliefs and experiences of successful learning in clinical settings and how they perceived their learner/educator roles using a qualitative study. Data was gathered from 28 students and educators using individual interviews and focus groups. The data was investigated using thematic analysis. Educators see their role as facilitators, developing core skills such as clinical reasoning, understanding professional identity and gaining independence. Some educators see this as a co-learning model, creating opportunities for their own learning. Students’ conceptions change during clinical placements, from focussing on their own development to seeking to understand the client’s perspective as well as identify needs, and respond with well-reasoned options for intervention. Aiming to equip SLT learners to be capable professionals, able to apply skills of clinical reasoning, is considered a core skill for SLT educators. Developing models for clinical placements informed by understanding how students learn to become capable could enhance the readiness of student SLTs to enter professional practice.
Purpose
The purpose of this paper is to understand the influence of self-leadership on the intention to mentor among university teachers considering the mediating role of self-efficacy and the moderating role of individualism-collectivism dimensions.
Design/methodology/approach
A standardized questionnaire was used to collect data from Indian ( n =88) and Spanish ( n =105) university teachers. The hypothesized relationships were analyzed using structural equation modeling and hierarchical multiple regression analysis.
Findings
Self-leadership strategies influence the intention to mentor through university teachers’ self-efficacy. The positive relationship between self-efficacy and intention to mentor becomes stronger when the respondents are inclined toward vertical collectivistic or horizontal individualistic values.
Research limitations/implications
The study extends mentoring literature since it incorporates both individual and cultural variables, allowing observing their interplay and giving a holistic understanding of the issue. The main limitation of the study is its cross-sectional survey design, which is the use of data collected from a single-sitting, self-reporting measure. Different procedures were used to control method biases.
Practical implications
Intention to mentor can help university teachers (especially the younger staffs) and students to establish the process that can reinforce their commitment toward realistic goals. In the long term, entering into a mentoring relationship might boost self-efficacy and self-leadership qualities of the mentors themselves.
Originality/value
The comprehensiveness and relevance of the variables in the context chosen is the primary strength of this research. In the scenario of increasing professionalization and globalization, the cross-cultural nature of this study brings in a global perspective of the research problem.