An autonomy-supportive climate for facilitation of self-leadership in health sciences educators.

Background: The authors have observed that studies on autonomy-supportive climates in academic settings mostly focus on educator-facilitated supportive environments that motivate students towards improved performance. Yet, little is known about how academic institutions teaching nursing can facilitate autonomy-supportive climates that enhance health sciences educators' self-leadership practices. Aim: This article discusses 'autonomy-supportive climate', a factor that emerged as a self-leadership practice construct, and how it can be promoted in academic institutions to facilitate self-leadership practices in health sciences educators. Setting: The study was conducted in purposively selected academic institutions (N = 15) located in two provinces in South Africa. Methods: Quantitative methods were employed to describe the factor 'autonomy-supportive climate', which yielded as a self-leadership practice construct, from a broader mixed methods project that sought to formulate guidelines that could promote health sciences educators' self-leadership. The data were analysed using exploratory factor analysis. Results: The construct 'autonomy-supportive climate' is one of the five constructs in the Self-leadership Practices Subscale that was found to be meaningful and valid, with its Cronbach alpha coefficient of 0.82 being the highest in the subscale. The perceptions of participants were that an autonomy-supportive climate promotes the facilitation of the educators' self-leadership in a nursing education setting. Conclusion: An academic institution could play a significant role in enabling self-leadership in educators, which would in turn improve their teaching performance. Contribution: This study describes autonomy-supportive climate as a facilitator of self-leadership in health sciences educators. The study's recommendations could assist institutions in facilitating a climate that strengthens educators' self-leadership.

Educators' ability to use concept mapping as a tool to facilitate meaningful learning.

Background: Meaningful learning is enhanced when concepts are visually differentiated, linked to or nested under other concepts, resulting in integrative reconciliation of knowledge and understanding. Competence in using concept mapping as a strategy to support students towards meaningful learning, is essential.Aim: The aim of the study was to describe the nature of the concept maps drawn by educators after a symposium on concept maps to transfer educational knowledge to the classroom.Design: A quantitative descriptive cross-sectional design was used to explore the nature of concept maps drawn by educators after having attended a workshop on concept mapping.Methods: The authors developed a checklist based on the principles of a good concept map to assess and describe to what extent the concept maps drawn by the participants, aligned with general principles on creating a concept map appropriate to enhance meaningful learning. During a symposium, participants were introduced to the advantages, principles and requirements for concept mapping. Sixty-two (62; 100%) participants drew concept maps. Using a checklist based on the principles of good concept mapping, we assessed concept maps from 22 (35.4%) volunteers to explore the extent to which the concept maps aligned with general principles necessary to enhance meaningful learning.Results: Criteria for a good concept map include the graphical presentation and establishing relationships between these concepts. The network-style concept map was used by the majority (68%) of the participants. Only 9% used the spoke concept map. The graphical presentation of concepts and the relationships between these was limited. Only 41% of the maps were understandable, while 36% made sense in the context of the chosen topic.Conclusions: Well-designed concept maps can add value to and improve educator teaching and student learning. Not all educators in this study understood what a good concept map is. Visualisation offered by concept maps assist in recognising how new knowledge can link with, and build on, existing knowledge.

A model to foster and facilitate trust and trusting relationships in the nursing education context.

BACKGROUND: In the nursing education context, the fostering of trust and establishing trusting relationships are important facets of teaching and learning. AIM: The purpose of the study was to understand trust and trusting relationships in teaching and learning, and to develop a model to foster and facilitate trust and trusting relationships in the nursing education context. SETTING: Two nursing education institutions were purposively sampled that offered a comprehensive programme in nursing. METHODS: A grounded theory study was conducted with the aim to develop a model for trust and trusting relationships in teaching and learning. Purposive, convenience and theoretical sampling of participants were applied. The sample size consisted of 5 educators and 23 students at a university and 9 educators and 37 students at a public nursing education institution. Charmaz's methods were used for the data analysis. Collection and analysis of data were conducted concurrently. RESULTS: Data of views from the educators and students on trust were synthesised. Themes identified were: professional relations, expectations of the role players in nursing education, creating a conducive teaching and learning context, and outcomes of lack of trust. From the findings, a substantive model to foster and facilitate trust and trusting relationships in nursing education was developed. CONCLUSION: The study contributed to understanding trust in nursing education. Recommendations focus on fostering and facilitating self-trust and trusting relationships and also on how the model could be implemented in nursing education. CONTRIBUTION: Fostering and facilitating trust and trusting relationships in the nursing education context will enhance a trusting culture and contribute to the quality of teaching and learning.

Perceptions and experiences of nurse managers of the implementation of the baby and mother friendly initiative in Namibia: a qualitative study.

BACKGROUND: The baby and mother friendly initiative is a breastfeeding programme in Namibia aimed to protect, promote and support breastfeeding. The purpose of this study was to describe nurse managers' perceptions and experiences of implementing the baby and mother friendly initiative in order to identify its successes and failures, as well as to develop guidelines for the strengthening of the programme. METHODS: An evaluation research design to collect qualitative data through face-to-face interviews was conducted. A total of 33 interviews with nurse managers in charge of the baby and mother friendly hospitals, were conducted. RESULTS: This study gave insight into the strength and weaknesses in the implementation of the programme implementation and make recommendations for improvement thereof. Four themes emerged from the study, namely: the extent of programme implementation, perceived benefits of the programme, challenges/hindrance to the implementation of the programme and recommendations for strengthening of the programme. The information was used to develop and validate guidelines that would help to strengthen the implementation of the programme. CONCLUSIONS: The study makes a contribution to the body of knowledge in nursing in that it provides guidelines for the strengthening of the baby and mother programme.

Bridging the gap between self-directed learning of nurse educators and effective student support.

BACKGROUND: Self-directed learning requires the ability to identify one's own learning needs, develop and implement a plan to gain knowledge and to monitor one's own progress. A lifelong learning approach cannot be forced, since it is in essence an internally driven process. Nurse educators can, however, act as role models to empower their students to become independent learners by modelling their own self-directed learning and applying a number of techniques in supporting their students in becoming ready for self-directed learning.  OBJECTIVES: The aim of the article is to describe the manifestations and implications of the gap between self-directed learning readiness of nurse educators and educational trends in supporting students.  METHOD: An instrumental case study design was used to gain insight into the manifestations and implications of self-directed learning of nurse educators. Based on the authentic foci of various critical incidents and literature, data were collected and constructed into a fictitious case. The authors then deductively analysed the case by using the literature on self-directed learning readiness as departure point. Four constructs of self-directed learning were identified, namely internal motivation, planning and implementation, self-monitoring and interpersonal communication. Supportive strategies were identified from the available literature.  RESULTS: Nine responses by nurse educators based on the fictitious case were analysed.Analysis showed that readiness for self-directed learning in terms of the identified constructswas interrelated and not mutually exclusive of one other.  CONCLUSION: The success of lifelong learning is the ability to engage in self-directed learning which requires openness to learning opportunities, good self-concept, taking initiative and illustrating independence in learning. Conscientiousness, an informed acceptance of a responsibility for one's own learning and creativity, is vital to one's future orientation towards goal-directed learning. Knowledge and understanding of one's own and students' selfdirected learning abilities are critical for nurse educators. In the nursing profession, it has been shown that self-directed learning by the nurse educators has a direct relationship towards the development of a lifelong learning approach by their students. Supporting students towards becoming self-directed learners throughout their professional life, in turn, will impact directly on the quality of nursing and midwifery practice. (Article to follow).

Challenges in the management of support and care programmes for child-headed households in South Africa.

AIMS: The present study reports on data collected in a larger study on 'A situational analysis of child-headed households in South Africa'. The purpose of this study was to explore the management and control of available and required services, resources and safety nets for children in child-headed households. BACKGROUND: The significance of having a better understanding of the challenges, limitations but importance for government structures to manage and control programmes will enhance the implementation and maintenance of focused and sustainable support structures and programmes which will effectively address the needs of child-headed households. METHOD: An exploratory and descriptive, quantitative survey was conducted to provide information on government structures at a national level and the nine provinces in South Africa. The population consisted of the Departments of Social Development, Education, Health and Agriculture, at both national and provincial levels. RESULTS: The main findings included a lack of clarity regarding the concept and definition of a child-headed household, lack of empirical data, a diversity of needs and challenges in terms of location and geographical distribution of available infrastructure and support systems; programmes that are not inclusive and integrated; and contradictions in the stipulations and implementation of existing policies and capacity and human resources shortages. CONCLUSIONS: It was concluded that the magnitude, uniqueness and complexity of the phenomenon necessitate effective and sound scientific management principles. This is achieved by providing legal clarity of the concept; developing relevant policies and ensuring effective implementation thereof; rigorous monitoring and evaluation based on comprehensive empirical data; and protecting the rights and safety of these children and ensuring an enabling environment for all stakeholders to address needs and challenges. IMPLICATIONS FOR NURSING MANAGEMENT: The role of the nurse manager is to ensure a holistic approach to children living in child-headed households by acting as a facilitator, advocate, leader, coordinator and consultant.

Children's rights in the context of HIV/AIDS in Southern Africa.

Children in Southern Africa are living under extreme, difficult circumstances because of the spread of HIV/AIDS. Protecting and enhancing the rights of children can be regarded as an investment in the future. The principles identified in the World Fit for Children document from the United Nations International Children's Emergency Fund, within the context of HIV/AIDS, were used as a theoretical framework for a study conducted in one of the provinces of South Africa. A survey was conducted as a collaborative research project to map out critical trends regarding the fulfillment of children's rights, patterns, and structures of services available and the identification of capacity gaps. Right holders and duty bearers were interviewed, area surveys were conducted, and field observations were performed to determine data. Recommendations were made to raise the awareness of children's rights and to mobilize the community into action. To realize children's rights, emphasis must be placed on physical survival, development, and protection. Duty bearers should recognize and accept their responsibilities to establish, facilitate, manage, and/or control plans of action to address the devastating consequences of HIV/AIDS. Children should be empowered with knowledge, skills, and awareness to engage in and claim their rights.