Nurse educators’ perceptions of their own self-leadership: An explorative qualitative inquiry
Bibliographic record
Abstract
Background and objective: Organisations, including academic institutions, are moving away from the traditional top-down command and control leadership styles to a focus on internal leadership (self-leadership) of staff. In the absence of traditional external leadership, individuals with self-leadership skills and qualities can make smart decisions to achieve organisational success. Despite the availability of literature studies on nurses’ self-leadership, there is a dearth of studies addressing self-leadership in nurse educators. It is imperative that a study exploring nurse educators' perceptions regarding their self-leadership be conducted to achieve a comprehensive understanding of the phenomenon. This would assist in identifying the role that stakeholders play in creating an enabling academic environment that promotes the development, the practice, and supportive interventions of self-leadership. This study sought to explore and describe the perceptions of nurse educators regarding their self-leadership and how this can be facilitated in a nursing education institution (NEI) context.Methods: A qualitative, exploratory, and descriptive research design was used to provide an in-depth exploration of the perceptions of nurse educators regarding their self-leadership in an NEI setting. Four semi-structured focus group interviews were conducted with purposively selected nurse educators, and audiotaped until data saturation resulted. The researcher and an independent coder analysed the data using Tesch protocols on thematic analysis. Lincoln and Guba’s strategies were used to achieve trustworthiness.Results: Two themes emerged, namely: nurse educators’ perceptions of self-leadership; and the facilitation of self-leadership in nurse educators.Conclusions: The nurse educators mirrored themselves as leaders in action and are aware of the importance of their engagement in self-leadership activities in learning and teaching. Facilitating self-leadership within nurse educators was perceived to be the responsibility of individual nurse educators, and to a certain extent their colleagues, and that of the institutional management team.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.004 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".