Adapt or Sink: Exploring the Nurse Educator-Student Relationship in Democratic South Africa

2.50
Hdl Handle:
http://hdl.handle.net/10755/335139
Category:
Full-text
Type:
Presentation
Title:
Adapt or Sink: Exploring the Nurse Educator-Student Relationship in Democratic South Africa
Other Titles:
Evaluations of Global Nursing Faculty
Author(s):
Mokoboto-Zwane, Theresa Sheila
Lead Author STTI Affiliation:
Tau Lambda
Author Details:
Theresa Sheila Mokoboto-Zwane, PhD, MCur, BCur IetA, RN, RM, mokobtsb@unisa.ac.za
Abstract:
Session presented on Monday, July 28, 2014: Purpose: The purpose of this presentation is to provide insight into the nurse educator-nursing student relationship by describing their lived experience of interacting with one another in a large nursing college within the context of a new democratic dispensation in South Africa, and to urge policymakers in the nursing education system to introduce policies and programmes that promote adaptation to changes brought about by the socio-economic and political climate. Methods: A qualitative study was conducted in a large nursing college in South Africa. Data was collected utilizing in-depth phenomenological interviews which were transcribed and analysed using Tesch's method. A protocol was designed and given to an independent coder who is doctorally qualified in qualitative studies, with a request to also analyse the data, using the same method. A purposive method was used for sampling participants. Because of the sensitive nature of the phenomenon under study, in addition, snowball sampling was also used to allow participants to suggest other willing participants who met the criteria. The size of the sample depended on saturation of the data. Data satuaration was reached after 19 participants were interviewed, 10 nurse educators and 9 nursing students. Ethical rigor was ensured by obtaining approval from the Research Ethics Committee, the Hierarchy and Management of Nursing College concerned, as well as informed consent from individual participants following a briefing session which focused on beneficence, respect for human dignity and justice. A pilot interview was conducted first using the following central question for students: "Please describe to me how you experience relationship with your nurse educators, based on your interaction with them," and for nurse educators: "Please describe to me how you experience relationship with your students, based on your interaction with them." Results: The two groups of participants provided rich, dense and detailed accounts of their experiences of interacting with one another and their relationships. These were grouped into two main categories, namely Facilitative Elements and Stumbling Blocks. Within the Facilitative Elements were Positive Interaction and Positive Feelings, whilst Stumbling Blocks entailed what was perceived as Negative Interaction and Negative Feelings. A third category was identified as Variable, where participants reported a mixture of both positive and negative experiences. Findings reflected positive relationships experienced by the majority of nursing students, with a few reporting negative experiences. These largely positive relationships are a product of positive interaction, and concomitant positive feelings. Similarly, negative relationships were found to be a product of negative interaction and concomitant negative feelings between these two groups. Nurse educators on the other hand, also enjoyed positive relationships with their students. A few highlighted that their relationship with students was sometimes variable. Conclusion: Nurse educators should provide opportunities for professional and personal time with their students, and trust them enough to include them in decision-making. They should also make time to understand the evolving politics and dynamics in the country and integrate these in the teaching programs. Policymakers should review the preparation and evaluation of nurse educators in line with the political and socio-economic changes that are taking place in the country. They should consider in-service training and workshops that lead to higher levels of student satisfaction. To increase job satisfaction and fulfilment, they should also provide support programmes that include mentoring and coaching for nurse educators.
Keywords:
Nurse educator/student; Relationship; Conflict
Repository Posting Date:
17-Nov-2014
Date of Publication:
17-Nov-2014 ; 17-Nov-2014
Other Identifiers:
INRC14N05
Conference Date:
2014
Conference Name:
25th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Hong Kong
Description:
International Nursing Research Congress, 2014 Theme: Engaging Colleagues: Improving Global Health Outcomes. Held at the Hong Kong Convention and Exhibition Centre, Wanchai, Hong Kong

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.language.isoenen
dc.type.categoryFull-texten
dc.typePresentationen
dc.titleAdapt or Sink: Exploring the Nurse Educator-Student Relationship in Democratic South Africaen
dc.title.alternativeEvaluations of Global Nursing Facultyen
dc.contributor.authorMokoboto-Zwane, Theresa Sheilaen
dc.contributor.departmentTau Lambdaen
dc.author.detailsTheresa Sheila Mokoboto-Zwane, PhD, MCur, BCur IetA, RN, RM, mokobtsb@unisa.ac.zaen
dc.identifier.urihttp://hdl.handle.net/10755/335139-
dc.description.abstractSession presented on Monday, July 28, 2014: Purpose: The purpose of this presentation is to provide insight into the nurse educator-nursing student relationship by describing their lived experience of interacting with one another in a large nursing college within the context of a new democratic dispensation in South Africa, and to urge policymakers in the nursing education system to introduce policies and programmes that promote adaptation to changes brought about by the socio-economic and political climate. Methods: A qualitative study was conducted in a large nursing college in South Africa. Data was collected utilizing in-depth phenomenological interviews which were transcribed and analysed using Tesch's method. A protocol was designed and given to an independent coder who is doctorally qualified in qualitative studies, with a request to also analyse the data, using the same method. A purposive method was used for sampling participants. Because of the sensitive nature of the phenomenon under study, in addition, snowball sampling was also used to allow participants to suggest other willing participants who met the criteria. The size of the sample depended on saturation of the data. Data satuaration was reached after 19 participants were interviewed, 10 nurse educators and 9 nursing students. Ethical rigor was ensured by obtaining approval from the Research Ethics Committee, the Hierarchy and Management of Nursing College concerned, as well as informed consent from individual participants following a briefing session which focused on beneficence, respect for human dignity and justice. A pilot interview was conducted first using the following central question for students: "Please describe to me how you experience relationship with your nurse educators, based on your interaction with them," and for nurse educators: "Please describe to me how you experience relationship with your students, based on your interaction with them." Results: The two groups of participants provided rich, dense and detailed accounts of their experiences of interacting with one another and their relationships. These were grouped into two main categories, namely Facilitative Elements and Stumbling Blocks. Within the Facilitative Elements were Positive Interaction and Positive Feelings, whilst Stumbling Blocks entailed what was perceived as Negative Interaction and Negative Feelings. A third category was identified as Variable, where participants reported a mixture of both positive and negative experiences. Findings reflected positive relationships experienced by the majority of nursing students, with a few reporting negative experiences. These largely positive relationships are a product of positive interaction, and concomitant positive feelings. Similarly, negative relationships were found to be a product of negative interaction and concomitant negative feelings between these two groups. Nurse educators on the other hand, also enjoyed positive relationships with their students. A few highlighted that their relationship with students was sometimes variable. Conclusion: Nurse educators should provide opportunities for professional and personal time with their students, and trust them enough to include them in decision-making. They should also make time to understand the evolving politics and dynamics in the country and integrate these in the teaching programs. Policymakers should review the preparation and evaluation of nurse educators in line with the political and socio-economic changes that are taking place in the country. They should consider in-service training and workshops that lead to higher levels of student satisfaction. To increase job satisfaction and fulfilment, they should also provide support programmes that include mentoring and coaching for nurse educators.en
dc.subjectNurse educator/studenten
dc.subjectRelationshipen
dc.subjectConflicten
dc.date.available2014-11-17T13:45:14Z-
dc.date.issued2014-11-17-
dc.date.issued2014-11-17en
dc.date.accessioned2014-11-17T13:45:14Z-
dc.conference.date2014en
dc.conference.name25th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationHong Kongen
dc.descriptionInternational Nursing Research Congress, 2014 Theme: Engaging Colleagues: Improving Global Health Outcomes. Held at the Hong Kong Convention and Exhibition Centre, Wanchai, Hong Kongen
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