{"title":"Future-proofing nursing scholarship and nursing education: A critical analysis of nurse educator preparation for higher education","authors":"Judith C. Bruce , Deliwe R. Phetlhu","doi":"10.1016/j.ijans.2024.100797","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><div>Nurse educators play a crucial role in developing the next generation of nurses as clinical practitioners and scholars who will take up various positions in the health system and the profession. Appropriate educational preparation and ongoing professional advancement of nurse educators is vital for producing nursing professionals capable of meeting 21st century health ideals such as universal health coverage.</div></div><div><h3>Purpose</h3><div>The aim is to critically analyse the new system for nurse educator preparation in the context of higher education in South Africa. The purpose of the analysis is to systematically examine and evaluate the rationality and applicability of the provisions and standards for preparing nurse educators for their future roles.</div></div><div><h3>Method</h3><div>We conducted a desktop document review of applicable policies, regulations, reports and texts, and a document analysis to uncover and describe underlying meaning conveyed by the content, context and commentary.</div></div><div><h3>Main findings</h3><div>This analysis revealed programme deficiencies in preparing nurse educators for research and scholarship and a future nurse educator workforce equipped to teach mainly in undergraduate programmes. Pedagogical standards were found to be internationally comparable despite variations in the levels of academic qualification and the routes to qualifying as a nurse educator.</div></div><div><h3>Conclusion</h3><div>Future-proofing nursing scholarship requires a shift in the current thinking about nurse educator preparation for higher education practice and the nursing scholar discourse. The development of nursing scholars in both clinical and academic settings is key.</div></div>","PeriodicalId":38091,"journal":{"name":"International Journal of Africa Nursing Sciences","volume":"21 ","pages":"Article 100797"},"PeriodicalIF":0.0000,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Africa Nursing Sciences","FirstCategoryId":"1085","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S2214139124001434","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"Nursing","Score":null,"Total":0}
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Abstract
Background
Nurse educators play a crucial role in developing the next generation of nurses as clinical practitioners and scholars who will take up various positions in the health system and the profession. Appropriate educational preparation and ongoing professional advancement of nurse educators is vital for producing nursing professionals capable of meeting 21st century health ideals such as universal health coverage.
Purpose
The aim is to critically analyse the new system for nurse educator preparation in the context of higher education in South Africa. The purpose of the analysis is to systematically examine and evaluate the rationality and applicability of the provisions and standards for preparing nurse educators for their future roles.
Method
We conducted a desktop document review of applicable policies, regulations, reports and texts, and a document analysis to uncover and describe underlying meaning conveyed by the content, context and commentary.
Main findings
This analysis revealed programme deficiencies in preparing nurse educators for research and scholarship and a future nurse educator workforce equipped to teach mainly in undergraduate programmes. Pedagogical standards were found to be internationally comparable despite variations in the levels of academic qualification and the routes to qualifying as a nurse educator.
Conclusion
Future-proofing nursing scholarship requires a shift in the current thinking about nurse educator preparation for higher education practice and the nursing scholar discourse. The development of nursing scholars in both clinical and academic settings is key.
期刊介绍：
International Journal of Africa Nursing Sciences (IJANS) is an international scientific journal published by Elsevier. The broad-based journal was founded on two key tenets, i.e. to publish the most exciting research with respect to the subjects of Nursing and Midwifery in Africa, and secondly, to advance the international understanding and development of nursing and midwifery in Africa, both as a profession and as an academic discipline. The fully refereed journal provides a forum for all aspects of nursing and midwifery sciences, especially new trends and advances. The journal call for original research papers, systematic and scholarly review articles, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing as related to nursing and midwifery in Africa, technical reports, and short communications, and which will meet the journal''s high academic and ethical standards. Manuscripts of nursing practice, education, management, and research are encouraged. The journal values critical scholarly debate on issues that have strategic significance for educators, practitioners, leaders and policy-makers of nursing and midwifery in Africa. The journal publishes the highest quality scholarly contributions reflecting the diversity of nursing, and is also inviting international scholars who are engaged with nursing and midwifery in Africa to contribute to the journal. We will only publish work that demonstrates the use of rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of nursing and midwifery as it relates to the Africa context.
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