Towards Decolonizing the Self: Nurse Educators’ Engagement in Personal Mastery

Abstract

Background: Nursing education in South Africa is undergoing reforms to respond to changes brought about by a new higher education qualifications framework. These reforms are happening in an era when leaders, educators, and students in higher education institutions are engaged in dialogs about decolonizing institutions, curricula, and pedagogy. Of the numerous calls for this decolonization, few have given attention to decolonizing the self. Confronting coloniality in educational institutions may elicit resistance to change and feelings of discomfort, anxiety, and fear. Engagement in personal mastery practices could be useful for nurse educators engaged in efforts to confront and deal with their own discourses that may embody and promote coloniality. Aim: This article explores how nurse educators can utilize personal mastery in dealing with their own perceived coloniality, focusing on taking ownership of self-leadership during a reflection on one's own behavior as a nurse educator. Methods: Drawn from the findings of a mixed-methods study, the integrated data prompted three themes addressing self-leadership: Taking ownership, motivational factors, and facilitating self-leadership in nurse educators. Conclusion: Engagement in personal mastery could assist nurse educators in bringing about decoloniality in nursing education institutions. Implications for Practice: Institutions should provide nurse educators with environments that support continuous professional development.

Advancing health equity in prelicensure nursing curricula: Findings from a critical review

“…At the same time, the extent to which equity topics are covered in depth in each particular course will remain influenced by educators. Matahela and van Rensburg (2023) argue that nursing educators must be self-motivated to decolonize nursing, rather than wait for institutions to make change toward decolonization. Therefore, in addition to institutional and systemic action, educators must take ownership of their own self-reflection, action, and praxis (Matahela & van Rensburg, 2023).…”

“…Matahela and van Rensburg (2023) argue that nursing educators must be self-motivated to decolonize nursing, rather than wait for institutions to make change toward decolonization. Therefore, in addition to institutional and systemic action, educators must take ownership of their own self-reflection, action, and praxis (Matahela & van Rensburg, 2023). Through this process, educators can work with peers and their institution in collaboration to create change (Matahela & van Rensburg, 2023).…”

“…Therefore, in addition to institutional and systemic action, educators must take ownership of their own self-reflection, action, and praxis (Matahela & van Rensburg, 2023). Through this process, educators can work with peers and their institution in collaboration to create change (Matahela & van Rensburg, 2023).…”

How Wise is Conventional Wisdom?

“…Mindfulness initiatives can provide renewed energy for the work of decoloniality. The real self-care is active engagement in decolonization, continuing to interrogate deeply ingrained patterns and beliefs and to unpack personal, generational, and historical trauma, to enable a continuous process of decolonizing curricula and the teaching and learning environment (Matahela & van Rensburg, 2023).…”