Abstract
D.Cur.
The focus of this study was the mentoring of newly appointed nurse educators in
nursing education institutions (NEIs) in South Africa. The mandate of higher education
institutions changed due to the transformation of higher education in South Africa. The
need for recruiting and retaining nurse educators to meet the demands of teaching and
learning became evident. It is important that newly appointed nurse educators (NANEs)
be mentored in order to meet higher education demands. The researcher identified the
need to develop a model for mentoring newly appointed nurse educators in nursing
education institutions in South Africa. The applicable research questions were: What
are the mentoring needs of NANEs in NEIs in South Africa? How can the mentoring
needs of NANEs in NEIs in South Africa be met? What model could be developed to
mentor NANEs in NEIs in South Africa? What guidelines could be formulated for the
model to mentor NANEs in NEIs in South Africa?
The aim of the study was to develop a model for mentoring NANEs in NEIs in South
Africa. The objectives of the study were to: determine and describe the mentoring
needs of NANEs in NEIs in South Africa, identify and conceptualise a framework for
how the mentoring needs of NANEs in NEIs in South Africa can be met and describe a
mentoring model for NANEs in NEIs in South Africa.
The design of the study was quantitative, qualitative, descriptive and theory-generating
(Walker & Avant, 1995:136). The study was conducted in four phases. A quantitative,
qualitative, descriptive and theory-generating research design was conducted using
questionnaires, literature triangulation, inductive and deductive strategies (Mouton,
1989:21). Quantitative data was analysed using the statistical package of social
sciences (SPSS) and descriptive statistics. An exploratory factor analysis was
conducted on data from the empirical phase to identify and analyse central concepts for
model development (Burns & Grove, 2001:242). The population of study was newly
appointed nurse educators in nursing education institutions in South Africa. Probability
and non-probability sampling approaches were used with multi-stage cluster and
purposive sampling methods (Burns & Grove, 2001:242). The conceptual framework for
the model was based on purpose, context, role-players and their roles in mentoring.
The results of the study indicated that 90 (67%) of the participants did not function
according to their key performance areas. The participants specified competency
development needs. The study confirmed the need for the mentoring model.
The assumptions for the model were based on the multi-dimensional, multi-layered
(macro, meso and micro), highly interactive and complex (external and internal
environment) context.
The agent in the study referred to the mentor and a mentee (stakeholders), who are
holistic beings functioning at a bio-psycho-social and cultural level. Mentoring is an
interactive participative, purposeful dynamic process of relationship-building,
development, engagement and reflection. The outcome of mentoring is to empower and
build capacity and competency.
A critical self-reflective questionnaire was designed and utilised to evaluate the model
for its clarity, simplicity, generality, accessibility and importance. The model was
presented from the first to the third phase at different international and national
conferences and the two promoters, who are experts in management, teaching and
ethics in higher education, gave direction to the researcher and added value to the
quality of the study.
The researcher recommends that a mentoring programme be developed to mentor
NANEs in HEIs. The model can be used to improve practice by developing mentoring
programmes for use in clinical, management, education and nursing research.