Reflections of academic nurse leaders on transformational leadership styles utilised in nursing education institutions, South Africa

Abstract

Objective: The aim of this article is to reflect on the experiences of the nursing education leaders with transformational leadership styles, with the objective of describing such styles used by academic nurse leaders.

Methods: The qualitative research adopted an explorative, descriptive and contextual design. The participants (N = 8) were purposively selected, based on their availability and number of years’ experience as nursing education leaders, through an open invitation. Data was collected by means of in-depth individual interviews using a broad, central question, thereby allowing the participants to interpret the question and answer voluntarily. All tape-recorded interviews and field notes were transcribed verbatim and analysed using open coding of Tesch to identify themes and sub-themes.

Results: The results reflected transformation was viewed differently by participants, and as challenging and inclusive. Participants reported that transformation was challenging due to the number of demands from policy makers for the implementation of unified curriculum reforms, which were student-centred, restructuring and rationalisation of fragmented nursing education institutions (NEIS) to one college (leadership and governance) and campuses (teaching and learning) per province in South Africa. Participants also reflected there were inadequate human and material resources supporting the implementation of policy directives. Participants revealed the transformation was inclusive, and the new policy framework for unified and seamless national education system should be adopted and implemented across all levels. The noticeable shared leadership was perceived as inclusive transformation. Participants verbalised that transformation made strides to ensure that integration of all categories of staff. Participants voiced strong views that team functioning, with a common goal to achieve transformation, was the vehicle for the success of nursing education institutions.

Conclusions: The research revealed that transformational leadership was experienced differently by academic nurse leaders. These different views created awareness to review existing strategies in the implementation of transformation. Academic nurse leaders should explore alternative approaches to ensure transformation is fully embraced and hurdles are addressed collectively. The monitoring and evaluation of the transformation process is a recipe for a successful transformational leadership style.