van Rensburg Gisela H, Matahela Vhothusa Edward, Horton-Deutsch Sara
Department of Health Studies, University of South Africa, Pretoria, South Africa.
University of SanFrancisco School of Nursing and Health Professions, CA, USA.
SAGE Open Nurs. 2025 Aug 6;11:23779608251366955. doi: 10.1177/23779608251366955. eCollection 2025 Jan-Dec.
In today's dynamic academic landscape, self-leadership is an essential attribute for employees, including nurse educators. Various factors within educational institutions can influence the ability of nurse educators to exercise self-leadership effectively, which in turn impacts their performance and workplace well-being.
This study explored nurse educators' understanding of self-leadership and examined their perspectives on how fostering self-leadership can contribute to creating a healthier academic work environment.
A qualitative, exploratory, and descriptive research design was employed. Focus group interviews were conducted with nurse educators from four educational institutions in South Africa, and the data were analyzed using Tesch's qualitative content analysis.
The study identified two key themes: (1) , which includes four subthemes, and (2) also with four subthemes.
Academic institutions that collaborate with nurse educators and actively support their self-leadership initiatives play a critical role in fostering healthy and productive work environments.
在当今充满活力的学术环境中，自我领导力是包括护士教育工作者在内的员工的一项基本特质。教育机构内部的各种因素会影响护士教育工作者有效行使自我领导力的能力，进而影响他们的工作表现和工作场所的幸福感。
本研究探讨了护士教育工作者对自我领导力的理解，并考察了他们对于培养自我领导力如何有助于营造更健康的学术工作环境的看法。
采用了定性、探索性和描述性研究设计。对南非四所教育机构的护士教育工作者进行了焦点小组访谈，并使用泰施的定性内容分析法对数据进行了分析。
该研究确定了两个关键主题：（1） ，包括四个子主题，以及（2） ，也有四个子主题。
与护士教育工作者合作并积极支持其自我领导力举措的学术机构，在营造健康且高效的工作环境方面发挥着关键作用。
