Table 5 Themes and sub-themes for evaluation of the model by nurse educators and nursing students
THEME 1: UNDERSTANDING OF THE MODEL | |||
Sub-theme 1.1: Feasibility for implementation of the practice model | |||
• Attributes of the nurse educator • Willingness and openness of nurse educators • Adapt new teaching methods • Adequate training • Sufficient time • Invest in proper planning | |||
THEME 2: BENEFITS OF IMPLEMENTING THE MODEL | |||
Sub-theme 2.1: Benefits for nurse educators | Sub-theme 2.2: Benefits for nursing students | Sub-theme 2.3: Benefits for all stakeholders | |
• Reflection helps to understand nursing students and if they are coping • Better collaboration • Enhance the quality of teaching (feedback from nursing students on nurse educators’ teaching practices) • Leading and empowering students • Creating interesting classrooms | • Students learn about their learning • Active participants in learning • Enhances involvement and interaction • Enables students to become lifelong learners • Ensures quality nurses • Becoming a critical thinker • Becoming an independent, creative and innovative practitioner • Ability to implement evidence-based practices • Improve decision-making skills • Integrating theory-practice | • Empowerment of nurse educators and nursing students • Improve relationships and collaboration • Improve the mental well-being of nurse educators and nursing students • Improve the quality of care • Bring presence to the forefront | |
THEME 3: LIMITATIONS OF THE MODEL | |||
Sub-theme 3.1: Limited time | Sub-theme 3.2: Lack of resources | Sub-theme 3.3: Resistance to change | |
• Time-consuming • Class time frames | • Insufficient equipment • Shortage of staff • Lack of support from NEIs • No devices • Large classes | • Struggle to change or to adapt to new practices | |
THEME 4: PRE-EXISTING CONDITIONS NEEDED FOR SUCCESSFUL IMPLEMENTATION OF THE MODEL | |||
Sub-theme 4.1: Nursing education environment | Sub-theme 4.2: Staff development programmes | Sub-theme 4.3: Stakeholder collaboration and support | |
• Classroom • Clinical practice during clinical accompaniment • Community | • In-service training of nurse educators on the model • Continuous follow-up with nurse educators after in-service training to encourage continuation | • Nurse educators to be invested • Positive attitudes from lecturers • Stakeholders’ buy-in | |
THEME 5: RECOMMENDATIONS FOR FURTHER DEVELOPMENT OF THE MODEL | |||
Sub-theme 5.1: Theory-practice integration | Sub-theme 5.2: Inclusion of other stakeholders | ||
• Implement the model in the practical setting | • Reflection of patient/s • Involvement of parent/s • Community of nurses | ||