Sodidi Khanyisa Annelice, Jardien-Baboo Sihaam
Lilitha College of Nursing, Eastern Cape Department of Health, Port Elizabeth, South Africa.
Department of Nursing Science, Faculty of Health Science, Nelson Mandela University, Port Elizabeth, South Africa.
Health SA. 2020 Aug 24;25:1295. doi: 10.4102/hsag.v25i0.1295. eCollection 2020.
When novice nurse educators enter academia, they are expected to demonstrate and implement knowledge in the clinical and classroom environment. However, when one enters academia without proper guidance and support, these expectations create lack of role models. Although mentorship has proved to make the transition easier, there is a lack of mentoring in most nursing schools and/or departments at higher education institutions in South Africa because of scarcity of mentoring programmes for novice nurse educators.
The aim of this study was to explore and describe the experiences and mentoring needs of novice (newly qualified) nurse educators at a public nursing college in the Eastern Cape, to make recommendations for the mentoring of novice nurse educators.
Urban and rural public nursing college campuses and sub-campuses in the Eastern Cape.
Qualitative research approach and exploratory, descriptive, contextual and phenomenological designs were used. Sampling was purposive, data were collected by using semi-structured individual interviews and analysed using Tesch's method.
Five themes emerged from this study. Findings indicated that novice nurse educators experienced lack of theoretical and clinical mentoring and lack of orientation and resources. Participants also provided recommendations to optimise the experience and performance of novice nurse educators.
Lack of mentoring causes difficult transition by novice nurse educators from the nursing role into the nurse educator role. The implementation of the recommendations on mentoring of novice nurse educators would optimise the experience and performance of the novice nurse educators, thus enhance their smooth transition into academia.
当新手护士教育工作者进入学术界时，他们需要在临床和课堂环境中展示并应用知识。然而，当一个人在没有适当指导和支持的情况下进入学术界时，这些期望导致了榜样的缺失。尽管导师制已被证明能使转型更容易，但由于南非高等教育机构的大多数护理学院和/或部门缺乏针对新手护士教育工作者的指导计划，所以导师制较为匮乏。
本研究的目的是探索并描述东开普省一所公立护理学院新手（新获得资格）护士教育工作者的经历和指导需求，为新手护士教育工作者的指导提出建议。
东开普省的城乡公立护理学院校区及分校。
采用定性研究方法以及探索性、描述性、情境性和现象学设计。抽样是有目的的，通过半结构化个人访谈收集数据，并使用泰施方法进行分析。
本研究得出了五个主题。研究结果表明，新手护士教育工作者缺乏理论和临床指导，且缺乏入职培训和资源。参与者还提出了优化新手护士教育工作者的体验和表现的建议。
缺乏指导导致新手护士教育工作者从护士角色向护士教育工作者角色的转型困难。实施关于新手护士教育工作者指导的建议将优化新手护士教育工作者的体验和表现，从而促进他们顺利过渡到学术界。
