Theory development methodology process: Transformational leadership model for academic nurse leaders in South Africa
Notice bibliographique
Résumé
Objective: The purpose of the article was to develop a transformational leadership model for academic nurse leaders in the nursing education institutions through theory development methodology process. This study emanated from objectives that were set into two phases whereby phase one formulated to enable the identification and classification of concepts in relation to transformational leadership of academic nurse leaders and phase two to develop and describe a model for transformational leadership for nursing education leaders in the Nursing Education Institutions.Methods: An overarching theory generative design was adopted, in qualitative, quantitative, exploratory, descriptive and contextual nature. The theory generative design provided an understanding of the phenomenon of transformational leadership model development for academic nurse leaders in nursing education institutions. The research methods followed the strategy of theory development using concept, identification and classification, data collection methods and procedures, data analysis methods and processes to ensure the trustworthiness of the study, concept description and critical reflection of the model. The study was conducted at nursing education institutions from four Provinces of South Africa, namely, Gauteng, KwaZulu Natal, Free State, and Northwest.Results: A visual structure was constructed after main and associated concepts were identified to give the researcher a diagram that relates to the process and structure for the incorporation of academic nurse leaders. The structure of the model was developed and gave an account of the content conceptually classified. There were four structural forms, which to convey hierarchical relations, differentiation, overlapping areas, and polarity and continuity. The structured model formed the conceptual relationships within the model and thereafter, emerged from relationships within the model, which included central elements of the model and consists of concepts, statements and relationships between concepts. The concepts addressed were agent (transformational leadership), recipient (followers), context (nursing education institution), procedure (transformational leadership), terminus/goal (empowerment) and dynamic (collaboration and partnership).Conclusions: This article described the research design and method employed to develop a model for transformational leadership for nursing education leaders. A theory development, descriptive, exploratory, contextual, qualitative and quantitative research design in nature was described. The research objectives were formulated in two phases to enable exploration, identification, and definition of concepts (phase 1) and for model development (phase 2). Data collected though individual interviews for college principals and focus group interviews for vice-principals and subject heads and questionnaires for lecturers, students and administrative staff. Information regarding the sample size and number of participants the data collection method was discussed. The instrument used in this research including its reliability and validity, discussed in detail. Finally, the data analysis of qualitative and quantitative research methodology was highlighted.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,026 | 0,026 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,003 | 0,003 |
| Études des sciences et des technologies | 0,003 | 0,004 |
| Communication savante | 0,006 | 0,004 |
| Science ouverte | 0,002 | 0,005 |
| Intégrité de la recherche | 0,001 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,006 | 0,001 |
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 source (Gemma direct ou Codex distillé), 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 ».