Competence developmental needs of newly appointed nurse educators during the mentoring process

Abstract

This study describes the competence developmental needs of newly appointed Nurse Educators (NANEs) during mentoring in Nursing Education Institutions (NEIs) in South Africa. Using a multi-stage, cluster sampling method, data were collected through a questionnaire from a sample of 250 nurse educators at 11 selected universities and five nursing colleges in South Africa. The results indicated that the newly appointed nurse  educator’s lacks mentoring in areas such as teaching, research, community engagement, interpersonal relations and work ethics. Mentoring seemed to be direly needed throughout the NANEs’ probation period. Respondents indicated a need for independence as they had no preference for watching and emulating the mentor. They further indicated a preference for a reflective practice type of mentoring. Based on the results of the needs of NANE during the process of mentoring in NEIs in South Africa, there is need to develop a conceptual framework for mentoring model.

Keywords: Process, mentoring, newly appointed nurse educators, nurse educators.