A critical analysis of the factors influencing achievement of nurse educator competencies at selected universities in KwaZulu-Natal

Abstract

Introduction and background: Nurse educators are vital role players in the training of nursing students to produce competent future nursing professionals who can respond to the everchanging health needs of the public. Nurse educators are expected to achieve the complex competencies stipulated by the South African Nursing Council (SANC) (2014), while meeting the academic demands of HEIs, which includes teaching and learning, research, community engagement and administrative duties. Inexperience, lack of facilitation skills, research, and curriculum incompetence are some of the challenges that nurse educators face. These necessitate academic support such as structured orientation, mentoring and staff development programmes. Aim of the study: The aim of this study was to conduct a critical analysis of the factors influencing achievement of nurse educator competencies at selected universities in KwaZulu-Natal (KZN) with the ultimate aim of developing guidelines for effective achievement of nurse competencies. Objectives of the study: The study objectives were: to explore the experiences of nurse educators in executing their expected competencies; explore the role of heads of department (HoD) in enhancing and supporting nurse educators to achieve competencies; critically analysing the factors that influence achievement of nurse educator competencies; exploring intervention strategies for effective achievement of nurse educators' competencies, and; developing guidelines to promote achievement of nurse educators by HoDs and nurse educators. Method: This study used an exploratory-descriptive qualitative design, to obtain adequate information and insight into the factors influencing nurse educator competencies. Three universities situated in KZN, South Africa were selected and included as research site as they have nursing programmes. The target population were nurse educators and HoDs. A non-probability, purposive sampling method was used to select participants, with a final sample size of 23. Once ethical clearance and institutional gatekeeper permissions were obtained from the relevant authorities, study participants were reached through their heads iv of departments. They were approached by email. Research information was shared with those who consented, who were then invited to participate in the study. Individual interviews of three HoDs were conducted via face-to-face and online methods. Nurse educators participated in focus group discussions conducted face-to-face and online. An unstructured research guide was used to guide the main question and probing questions. Data was thematically analysed using Braun and Clarke's (2006) six-step thematic analysis. Findings: The seven main themes that emerged from the data analysis were grouped into three categories; organisational factors, HoD related factors, and nurse educators related factors. Organisational factors influencing nurse educators included quality issues, inadequate resources and insufficient and unstructured staff support programmes. HoDs were found lacking in transformational leadership qualities and managerial skills of staff support, policy implementation and supervision skills. Nurse educators were found to be lacking in self-development and self-leadership skills required to attain their competencies. Conclusion: Nurse educator achievements can be promoted through various intervention strategies by the higher education institutions (HEIs) and the nurse educators. The enhancement of nurse educator competencies will improve student outcomes and ultimately lead to the production of competent nursing graduates and future professionals who are ready to serve the public. Recommendations: HEIs must strengthen their quality monitoring, ensure policy implementation, place quality and capable leaders in their management positions, provide structured support programmes and align these with nurse educator competencies. Nurse educators and HoDs must engage in self-development programmes to improve their skills, identify mentors to address individual needs and competencies where weaknesses are identified. The developed guidelines can be utilised by HEI managers, nurse educators and academic development departments to support and improve the achievement of nurse educator competencies.