Perceptions of nurse educators regarding continuing formal education in Mopani and Vhembe Districts, Limpopo Province

Abstract

Introduction: Understanding the necessity of continuing formal education amongst nurse educators is fundamental to high quality nursing education. This investigation determined nurse educators' perceptions of continuing formal education, the benefits, motivations and encouragement for continuing formal education as well as challenges related to continuing formal education.

Methods: The study was conducted to dete1mine the perceptions of nurse educators regarding continuing formal education. A qualitative research design was used. An in-depth unstructured interviews undertaken over a two month period. Ten nurse educators were selected through purposive sampling from the selected nursing training institutions in both Mopani and Vhembe districts of Limpopo Province. Eligibility to participate in the study was a professional registration as a nurse educator and a minimum of three years experience working within the training nursing institutions at the selected nursing campuses and satellite campuses of Mopani and Vhembe districts, Limpopo Province. Forma! ethical approval for the study was obtained from the university ethics committee and all participants were sent a letter outlining the purpose of the study before giving informed consent. Data was gathered using open ended interviews guide. The interviews were complemented with a review of relevant literature and policy documents as well as Knowles' theoretica! framework. Interview transcripts were coded using Tesch's open coding method.

Results and discussions: Open coding led to the identification of four themes and ten sub-themes illustrating the benefits, motivations and encouragement to continuing formal education, methods to obtain continuing formal education as well as challenges related to continuing formal education. Among 10 nurse educators, benefits to continuing formal education varied. The learning needs included promotions and leadership issues. The costs to continuing fonnal education programs, time away from work and travelling was a challenge to continuing formal education.

Conclusion: Continuing formal education participation is necessary for nurse educators as the profession is governed by the personal, professional and organizational factors. Policy changes are needed to promote continuous development in the nursing profession as well as to overcome challenges to participation.