Enhancing nurse faculty resilience through self-leadership: guidelines for resource mobilization in dynamic academic environments.

The purpose of the study was to develop guidelines for the facilitation of self-leadership in nurse faculty. Of the 12 guidelines developed, this paper discusses the two related to resilience through self-leadership practices, namely: encouraging reliance on internal sources for self-preservation; and strengthening the positive self-image of nurse faculty through management and peer support. An exploratory, sequential mixed-methods design was used to guide the development of guidelines.

Towards a national policy on nursing education and training: an imperative framework for integrating nursing education within South Africa's post-school education system.

The aim of this study article is to present an analysis of the first national policy framework, which provides a coherent approach to integrating nursing education into a newly defined band for higher education programmes in South Africa. The significance of this policy framework is ensuring the seamless transition from legacy nursing programmes to NQF-registered nursing programmes. It explores the agenda-setting process, analyses the prevailing context and outlines the rationale for the policy.

Towards Decolonizing the Self: Nurse Educators' Engagement in Personal Mastery.

Nursing education in South Africa is undergoing reforms to respond to changes brought about by a new higher education qualifications framework. These reforms are happening in an era when leaders, educators, and students in higher education institutions are engaged in dialogs about decolonizing institutions, curricula, and pedagogy. Of the numerous calls for this decolonization, few have given attention to decolonizing the self.

Motivation as a facilitator of self-leadership in nurse academics.

Background: Although working in an academic environment can be rewarding and fulfilling, there are instances when nurse academics are exposed to situations that can negatively affect their motivation to teach. Few studies have been conducted regarding how motivational factors can facilitate self-leadership in nurse academics at academic nursing institutions. This study is aimed at developing guidelines to facilitate nurse academics' self-leadership.