Adapt or Sink: Exploring the Nurse Educator-Student Relationship in Democratic South Africa
Other Title(s)
Evaluations of Global Nursing Faculty
View File(s)
PDF (1.011Mb)
Author Information
- Author(s)
- Details
-
Theresa Sheila Mokoboto-Zwane, PhD, MCur, BCur IetA, RN, RM
- Sigma Affiliation
- Tau Lambda at-Large
Visitor Statistics
Visits vs Downloads
Visitors - World Map
Top Visiting Countries
Country | Visits |
---|
Top Visiting Cities
City | Visits |
---|
Visits (last 6 months)
Downloads (last 6 months)
Popular Works for Mokoboto-Zwane, Theresa Sheila by View
Title | Page Views |
---|
Popular Works for Mokoboto-Zwane, Theresa Sheila by Download
Title | Downloads |
---|
View Citations
Citations
The citations below are meant to be used as guidelines. Patrons must make any necessary corrections before using. Pay special attention to personal names, capitalization, and dates. Always consult appropriate citation style resources for the exact formatting and punctuation guidelines.
Item Information
Item Link - Use this link for citations and online mentions.
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.
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
Repository Posting Date
2014-11-17T13:45:14Z
Notes
Items submitted to a conference/event were evaluated/peer-reviewed at the time of abstract submission to the event. No other peer-review was provided prior to submission to the Henderson Repository.
Type Information
Type | Presentation |
Acquisition | Proxy-submission |
Review Type | Abstract Review Only: Reviewed by Event Host |
Category Information
Evidence Level | |
Keywords | Nurse educator/student; Relationship; Conflict |
Conference Information
Name | 25th International Nursing Research Congress |
Host | Sigma Theta Tau International, the Honor Society of Nursing |
Location | Hong Kong |
Date | 2014 |
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Related items
Showing items related by title, author, creator and subjects.
-
Exploring educational issues: International nursing students enrolled in professional nursing programs in South Texas and their perceptions of educational barriers
Sparks, Wanda R.This qualitative study explores educational challenges as manifested in the experiences of the English language learner (ELL) nursing students enrolled in a professional nursing program in San Antonio, Texas. Eleven ... -
Nurses' perceptions of facilitating a therapeutic nurse-patient relationship in private general hospitals in South Africa
Van den Heever, Annalie E. (2013-10-22)Session presented on: Wednesday, July 24, 2013: Purpose: Facilitation of a therapeutic relationship is an essential skill in nursing, particularly in mental health care. Nurses in private general hospitals are exposed to ... -
Strengthening the preparation of student nurses to participate in the provision of nurse initiated and monitored antiretroviral in South Africa
Modeste, Regis Rugira Marie; Adejumo, Oluyinka (2016-03-21)Session presented on Monday, November 9, 2015: Background: As the worldwide fight against Human Immunodeficiency Virus (HIV) continues, incidence and mortality rates are being reduced, with an increase in the number of ... -
A model for retention of undergraduate nursing students in universities in Eastern Cape Province, South Africa
Nkutu, Nonyaniso Trustina Sr. (2017-10-12)This piece of work describes the status of nursing education and training regarding factors that enhance retention and accelerate graduation rates in the Eastern Cape Province, South Africa. Participants will also be ... -
A conceptual framework for retention-to-graduation of nursing students in universities in Eastern Cape, South Africa
Nkutu, Nonyaniso Trustina Sr.This abstract describes a conceptual framework for retention-to-graduation of undergraduate nursing students in selected rural and urban universities in the Eastern Cape Province, South Africa.