The utilisation of performance management and development system for continuous professional development of nurse educators

Abstract

Performance management and development system (PMDS) is the collective range of future-oriented activities that focus on how individuals and groups within the organisation can continuously develop and improve their academic performances, with the overarching purpose of improving the organisation's performance. However, the South African Nursing Council (SANC) has not yet made continuous professional development (CPD) compulsory for re-registration of professional nurses. This study explores and describes the utilisation of PMDS for continuous professional development of nurse educators in Gauteng nursing colleges. A qualitative approach was used during focus group interviews at three Gauteng nursing colleges. The purposive sampling methods were used to select participants from each nursing college in Gauteng. Data was collected from ten focus group interviews and data analyses were conducted using Tesch's method. The following five main themes emerged as: PMDS as a cyclic approach, inadequate development, inadequate support, psychological impacts, and policy related factors. The findings indicate that some nurse educators emphasised that the utilisation of a PMDS for CPD of nurse educators in Gauteng nursing colleges positively reinforced professional development. Other nurse educators highlighted that a PMDS have not been properly implemented and this negatively impacted their developments. Recommendations to provide continuous upgrading of managers, specifically with regards to feedback, reviewing identified developmental needs and strengthening support. An increase of budget and bursaries for continuous professional development of nurse educators. Review of the PMDS policy with the involvement and inputs from nurse educators.

Nurse educators’ reflections on factors that contributed to their resignation at a public nursing college in Johannesburg, South Africa

“…Thus, stereotyping at the nursing college created discriminatory practices leading to the prevalence of cliques, and managers having favourites based on language, clan, or cultural background. [32] Tjale and colleagues' study [33] revealed that there was a lot of favouritism practiced in different departments at Gauteng nursing colleges, including during the implementation of nurse educators' performance management reviews. Thus, nurse educators resigned because they were frustrated that they were not treated as equals by their colleagues and managers.…”