Reflections of academic nurse leaders on transformational leadership styles utilised in nursing education institutions, South Africa
Notice bibliographique
Résumé
Objective: The aim of this article is to reflect on the experiences of the nursing education leaders with transformational leadership styles, with the objective of describing such styles used by academic nurse leaders.Methods: The qualitative research adopted an explorative, descriptive and contextual design. The participants (N = 8) were purposively selected, based on their availability and number of years’ experience as nursing education leaders, through an open invitation. Data was collected by means of in-depth individual interviews using a broad, central question, thereby allowing the participants to interpret the question and answer voluntarily. All tape-recorded interviews and field notes were transcribed verbatim and analysed using open coding of Tesch to identify themes and sub-themes.Results: The results reflected transformation was viewed differently by participants, and as challenging and inclusive. Participants reported that transformation was challenging due to the number of demands from policy makers for the implementation of unified curriculum reforms, which were student-centred, restructuring and rationalisation of fragmented nursing education institutions (NEIS) to one college (leadership and governance) and campuses (teaching and learning) per province in South Africa. Participants also reflected there were inadequate human and material resources supporting the implementation of policy directives. Participants revealed the transformation was inclusive, and the new policy framework for unified and seamless national education system should be adopted and implemented across all levels. The noticeable shared leadership was perceived as inclusive transformation. Participants verbalised that transformation made strides to ensure that integration of all categories of staff. Participants voiced strong views that team functioning, with a common goal to achieve transformation, was the vehicle for the success of nursing education institutions.Conclusions: The research revealed that transformational leadership was experienced differently by academic nurse leaders. These different views created awareness to review existing strategies in the implementation of transformation. Academic nurse leaders should explore alternative approaches to ensure transformation is fully embraced and hurdles are addressed collectively. The monitoring and evaluation of the transformation process is a recipe for a successful transformational leadership style.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,003 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».