Abstract
M.Cur.
The overall purpose of this study is to describe empowerment strategies for the
nurse unit manager to create a climate conducive to clinical learning at the
nursing college in the North-West Province.
In view of the South African Nursing Council report (1990), it clearly indicates that
the nurse unit managers do not apply their theoretical knowledge to clinical
practice, and that the student learning in the clinical nursing units are not up to
the expected standard, hence the quality of clinical nursing education is
questionable.
The current education system in South Africa focuses on the provision of quality
assurance in order to be in line with international standards. In accordance with
the South African Qualifications Authority, the Constitution, South African Nursing
Council, Batho-Pele principles, National Plan for Higher Education and
outcomes-based education, there is a need to create a climate that is conducive
to learning in the nursing units in order to develop the students' abilities regarding
analytical, critical, evaluative and creative thinking.
The nurse unit manager is experiencing problems with regard to clinical nursing
education and the nursing students are also complaining that the clinical learning
areas are not conducive to their learning. Therefore, the products that are
produced by such an environment lack knowledge, skills, values and attitudes
inherent in the nursing profession. Hence this study strives to describe
empowerment strategies for the nurse unit manager to create a climate
conducive to learning, based on their expert knowledge and experiences. The
research questions arising from this problem are:
What are the expectations and perceptions of the nursing students about the
role of the nurse unit manager in creating a climate conducive to learning at
the nursing college in the North-West Province?
How can the nurse unit manager be empowered to create a climate
conducive to clinical learning?
The objectives are:
Phase One: Stage one: To explore and describe the expectations of
the nursing students regarding the role of the nurse unit
manager in creating a climate conducive to learning.
Stage two: To explore and describe the expectations and
perceptions of the nurse unit manager regarding their role in
creating a climate conducive to learning.
Phase Two: To describe a conceptual framework.
Phase Three: To describe empowerment strategies for the nurse unit
manager to create a climate conducive to learning.
The research design in this study was qualitative, descriptive, explorative and
contextual in nature.
In stage one of phase one, descriptive naïve sketches were used as a method of
data gathering (Giorgi in Ornery, 1983:52) whereby 22 nursing students from the
nursing college were selected for the research study. The following open-ended
questions were written on the chalkboard, namely:
"What are your expectations about the role of the nurse unit manager in creating
the clinical nursing units as a climate conducive to learning?"
The data was analysed according to Tesch's descriptive method (in Creswell,
1994:155). An independent coder who was purposively selected was used in the
categorisation of data. The researcher held meetings with the independent coder
for consensus discussions reached independently. Trustworthiness was ensured
as described by Lincoln and Guba's (1985:290-326) model of trustworthiness. In
order to ensure the credibility of the study, five nursing students who participated
in the study were selected to participate in individual interviews to validate the
categories and subcategories.
In stage two of phase one, focus group interviews were conducted as a method
of data gathering whereby 13 nurse unit managers from the clinical learning
areas where the nursing students are placed for their clinical learning
experiences were selected by the quota sampling technique. The interview was
conducted by a nurse educator with a Master's degree, who is also a psychiatric
nurse with expertise and experience in interviewing skills. A tape recorder was
utilised with the nurse unit manager's permission to collect data. A follow-up
interview with five nurse unit managers was conducted to validate the data
gathered during the focus group interview. The following open-ended questions
was used to obtain data from the nurse unit manager:
"What are your perceptions regarding your role in creating an environment
conducive to clinical learning?"
"How can you be empowered as part of your role, to create clinical nursing units
as climates conducive for clinical teaching and learning for nursing students?"
Data was analysed according to Tesch's descriptive method (in Creswell,
1994:155). An independent coder was purposively selected in the categorisation
( iv )
of data. Categories were defined and arranged in table form for both participants
in order to arrive at final categories. Trustworthiness was ensured as described
by Lincoln and Guba's (1985:290-326) model of trustworthiness.
Findings were conceptualised and conclusive statements made through logical
deductive, inductive reasoning and inferences. A conceptual framework was
developed within Muller's (1998) management process and the legal and
professional frameworks. The integrated empowering process was adapted from
Muller's management process, Vogt & Murrel's (1990) & Hokanson-Hawks'
(1999) empowerment methods. This process comprises planning, organising
(providing and structuring), directing (education, leading, mentoring and
supporting), and control (actualising).
Empowerment strategies for the nurse unit manager were described to create a
climate conducive to learning, based on the results of phase one and phase two.
Evaluation of the study was done, limitations, recommendations and conclusions
were described with regard to nursing education, practice and nursing research.