- Title
- Nurse educators’ understanding of Africanising undergraduate education at a nursing education institution
- Creator
- Mlatsha, Ayanda
- Subject
- Nursing --South Africa
- Subject
- Organizational Change -- Education
- Subject
- Educational change--South Africa --Nursing
- Date Issued
- 2021-04
- Date
- 2021-04
- Type
- Master's theses
- Type
- text
- Identifier
- http://hdl.handle.net/10948/60764
- Identifier
- vital:67197
- Description
- In the light of transformation and the need for a relatively recently liberated country to enhance higher education, one of the foremost demands of South Africans in education was that of Africanising higher education. Africanising is associated with the term ‘transformation’. The latter is a process that requires the revision of the existing education system towards that of an African-contextualised education system in Africa. Concurrently the nursing profession has an increased need for transcultural nursing in education to ensure that undergraduates deliver culturally aligned and African contextualised nursing care. At present, there is no clear description of how Africanising nursing education can be carried out by nurse educators. Hence some educators argue that the change may not be a smooth process as there is no blueprint that provides guidance for how the process should be conducted. This study intended to assist in describing the meaning of Africanising nursing education as it is understood by nurse educators in a Nursing Education Institution (NEI). Therefore, this study explored and described nurse educators’ understanding of Africanising undergraduate nursing education at a NEI in the Nelson Mandela Bay in the Eastern Cape, South Africa in order to construct recommendations for NEI managers and nurse educators on how the process of Africanising undergraduate nursing education at NEIs can be facilitated. The researcher used a qualitative descriptive approach. The postcolonial theory was used to underpin this study. Purposive sampling was utilised to select nurse educators for participation in the study. Each of the twelve participants were asked to draw a naïve sketch regarding their understanding of fricanisation of the undergraduate nursing education followed by an individual semi-structured interview. Data collection was conducted online, using recorded Zoom sessions. Content analysis was used to aanalyse the data and the findings were used to construct recommendations for NEI managers and nurse educators on how the process of Africanising undergraduate nursing education at NEIs can be enhanced. Throughout the study ethical principles as well as the requirements related to the concepts of trustworthiness, credibility; dependability; confirmability and transferability were upheld.
- Description
- Thesis (MSc) -- Faculty of Health Sciences, School of Clinical care and Medicinal Sciences, 2021
- Format
- computer
- Format
- online resource
- Format
- application/pdf
- Format
- 1 online resource (128 pages)
- Format
- Publisher
- Nelson Mandela University
- Publisher
- Faculty of Science
- Language
- English
- Rights
- Nelson Mandela University
- Rights
- All Rights Reserved
- Rights
- Open Access
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NMU School of Clinical Care Sciences
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | Mlatsha, A (1).pdf | 2 MB | Adobe Acrobat PDF | View Details Download |