Positioning public nursing colleges in South African higher education: Stakeholders’ perspectives

Abstract

Background Public nursing colleges (PNCs) are currently redeploying from provincial departments of health to higher education to become part of a unified higher education system in South Africa. As primary producers of nurses, this migration process needs to be managed carefully, with stakeholders having a common understanding of this process. Objectives This study aimed to explore the stakeholders’ perspectives on the positioning of PNCs in higher education. Method The study followed a qualitative grounded theory design. Purposive and theoretical sampling were utilised to achieve a sample size of 40 participants, including representatives from the Department of Higher Education and Training; professional associates; nursing educators; student leaders; nursing leaders; and nurses from the healthcare setting. Data were collected through observations, interviews and document analysis. Results It emerged from the study that the integration of PNCs into higher education is a result of the country’s political and legal context. A number of policy and legal frameworks emerged as contextual conditions that provided a basis for the change. The integration of PNCs into higher education was conceptualised as a functional shift in the governance of colleges; a political tool to transform nursing education; a means to enhance the quality of college-based nursing programmes, and a vehicle for the greater professionalisation of nursing. Conflicting legislation and funding emerged as two issues of concern. Conclusion Integrating PNCs with higher education came about because of political changes and the resolution of the ruling party to improve the quality of graduates produced, who will in turn improve the quality of healthcare service delivery offered.

Exploration of the Organisational Conditions that Influence the Utilization of Student Support Services in South African Nursing Colleges

“…Arifin's (2018a) findings showed that students discontinued their course of study due to poor support. Therefore, students must be provided with holistic support at all levels of their needs if we are to match access with success (Mtshali & Zwane, 2019). Similarly, Ndlela (2017) concludes her study by citing the need for HEIs to provide student support services that appeal to students' expectations through a holistic approach that addresses academic and non-academic areas.…”

Responding to Post-School Education Policy Reforms: A Case Study on the Incorporation of Nursing Colleges into the Post-School Education and Training System of South Africa

“…However, no effort was made by the two departments to bring effect the provisions of the legislation. This invariably perpetuated the delays in integrating programmes offered by nursing colleges into the post school education system (Armstrong et al, 2019;Zwane & Mtshali, 2019).…”

Nurse educators’ experiences regarding management practices at a nursing education institution

“…However, for the NEI to be able to offer the new nursing qualifications on the third band of the National Qualification Framework, for example, the bachelor’s degree, it is expected to be accredited and registered with the Department of Higher Education and Training as a Higher Education Institution (HEI) (Armstrong, Geyer & Bell 2019 ; Department of Health [DoH] March 2013 ; SANC 2010 ). The new nursing qualifications also necessitate the development and accreditation of innovative curricula and new teaching, learning and assessment (TLA) strategies for the new programmes (Zwane & Mtshali 2019 ).…”

“…Prior to this major transformation, the NEI was affiliated with a university-based nursing department, which ensured that the programmes offered at the NEI were of quality and standard and provided necessary guidance and academic support. However, the affiliation is no longer in force since the termination of the legacy qualifications, and the NEI is now expected to provide higher education programmes under the Ministry of Higher Education and Training (Matlakala 2017 ; Zwane & Mtshali 2019 ) and must, according to the Higher Education Act (No. 101 of 1997) , also be a juristic person, that is, a HEI (Armstrong et al 2019 ).…”

“…However, being an agent of change is challenging, intimidating and to some degree, terrifying (Haage et al 2021 ) because NEI managers are expected to conduct their day-to-day management duties while carefully handling the transformation process and ensuring that it is a success. Juggling between these duties require that they utilise critical thinking in making critical decisions and apply strategic thinking skills to solve problems effectively and deal with unrelenting transformational changes (Kri, Scott & Scott 2021 ; Matlakala 2017 ; Zwane & Mtshali 2019 ). It is for this reason that NEI managers depend on an effective leadership style to achieve the organisational goals (Bakker et al 2022 ).…”