The Current Status of the Education and Training of Nurse Educators in South Africa

Abstract

Human resource for health is a global concern, with a shortage of doctors, nurses and midwives to meet the Millennium Development Goals. Nurses form the bulk of the healthcare workforce and are found to service remote areas where doctors are not available. The World Health Assembly in recognition of the human resource crisis passed resolutions for strengthening nursing and midwifery services. Nationally, the Forum for University Nursing Deans in South Africa (FUNDISA) realized that it was impossible to respond to the human resource crisis before ensuring that there is a supply of adequately trained nurse educators to train nurses and midwives in the country. Of specific concern was the lack of mentoring of young nurse educators and the high number of nurse educators who are within nine years of retirement which will potentially leave colleges and universities with inexperienced young nurse educators. These challenges incited FUNDISA to conduct a survey in 2011, to determine the current status of nurse educator education and training in South Africa. Newly qualified nurse educators, heads of colleges and university nursing departments and heads of higher education institutions which offer nursing education programmes participated in 3 separate surveys. Senior nursing academics conducted the document review and evaluated nine sample curricula. The results revealed that nurse education programmes are offered at Diploma, Degree, and Master's level. Educators felt better equipped in certain educational activities than in others. Their orientation to an academic setting and performing new tasks was reported as inadequate. Their self-rating of their competency fell between "poorly prepared" and "adequately prepared" with the lowest rating on curriculum development and highest rating on being a role model. On average the heads of NEI rated the neophytes higher than they rate themselves, however they rate the neophytes lower on role modeling professional behaviour, participating in scholarly activities and participating in the activities of the NEI. Conference attendance, in-service training and formal mentorship were the most common support offered to neophytes. Review of existing curricular highlighted several gaps in programmes offered at diploma, degree and master's level. The study recommends standardization of nursing education curricular; increased practical exposure for nursing education students; increased capacity-building programmes and regular assessment of core competencies of nurse educators to ensure relevance and currency.

Strategies Adopted by Novice Nurse Educators to Facilitate Their Transition From Practice to Academia: A Qualitative Study in Ghana

“…It was evident that NNEs learned a lot about their novel profession through these workshops and conferences but these workshops were on broad topics and not based on the individual needs of participants. These findings corroborate existing scholarly studies (Mulaudzi et al, 2014; Owens, 2018; Shapiro, 2018). This finding is not different from a phenomenological study in Iran where Iranian novice faculty members had to attend a set of educational workshops on teaching and assessment methods to facilitate their transition process (Heydari et al, 2015).…”

“…Studies on the facilitators of the transition from practice to academia are limited in Africa (Mulaudzi et al, 2014). For instance, a South African study involving neophyte nurse educators revealed that attending conferences and in-service training, and formal mentorship was the most common assistance offered to South African neophytes nurse educators (Mulaudzi et al, 2014). Also, through a qualitative and theory-generating study, a model for mentoring newly appointed nurse educators in nursing education institutions in South Africa was developed and has been a major facilitator of the transition from practice to academia in South Africa (Seekoe, 2014).…”

“…Studies on the facilitators of the transition from practice to academia are limited in Africa (Mulaudzi et al, 2014). For instance, a South African study involving neophyte nurse educators revealed that attending conferences and in-service training, and formal mentorship was the most common assistance offered to South African neophytes nurse educators (Mulaudzi et al, 2014).…”

Designing theoretical assessments at nursing higher education institutions: A scoping review

“…The role of the nursing education institution and, specifically, the nurse educator, has developed and become more complex as higher education and the science of nursing developed (Blaauw et al 2014a). Globally, there is a pressing need for skilled nursing professionals (Mulaudzi et al 2012;World Health Organization (WHO) 2016;Vierula et al 2020;Chinembiri 2017). In this regard, the nurse educator is an important role player in shaping the quality of the programme to ensure the preparation of competent professionals (Billings et al 2019; WHO 2016).…”

Scholarship in nursing: Degree-prepared nurses versus diploma-prepared nurses

“…PEPFAR through the Nursing Education Partnership Initiative (NEPI) and the World Health Organisation launched a major initiative for the up-scaling of transformative nursing education in Africa during 2010. Mulaudzi, Daniels, Direko, and Uys (2012) is of the opinion that not only should the quantity of health professionals increase but the quality of the professionals must be addressed.…”