Matahela Vhothusa E, van Rensburg Gisela H
Department of Health Studies, Faculty of Human Sciences, University of South Africa, Pretoria, South Africa.
Health SA. 2023 Sep 29;28:2308. doi: 10.4102/hsag.v28i0.2308. eCollection 2023.
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.
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.
The study was conducted in purposively selected academic institutions ( = 15) located in two provinces in South Africa.
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.
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.
An academic institution could play a significant role in enabling self-leadership in educators, which would in turn improve their teaching performance.
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.
作者观察到，学术环境中关于自主性支持氛围的研究大多聚焦于教育者促成的支持性环境，这种环境能激励学生提高成绩。然而，对于护理专业教学的学术机构如何营造自主性支持氛围以增强健康科学教育者的自我领导实践，我们却知之甚少。
本文讨论“自主性支持氛围”这一作为自我领导实践结构出现的因素，以及如何在学术机构中促进这种氛围，以推动健康科学教育者的自我领导实践。
该研究在南非两个省份有目的地选取的15所学术机构中进行。
采用定量方法来描述“自主性支持氛围”这一因素，该因素是从一个更广泛的混合方法项目中作为自我领导实践结构得出的，该项目旨在制定能够促进健康科学教育者自我领导的指导方针。数据采用探索性因素分析进行分析。
“自主性支持氛围”这一结构是自我领导实践子量表中的五个结构之一，被发现是有意义且有效的，其克朗巴哈α系数为0.82，是子量表中最高的。参与者的看法是，自主性支持氛围有助于在护理教育环境中促进教育者的自我领导。
学术机构在促进教育者的自我领导方面可以发挥重要作用，这反过来又会提高他们的教学表现。
本研究将自主性支持氛围描述为健康科学教育者自我领导的促进因素。该研究的建议可以帮助机构营造一种加强教育者自我领导的氛围。
