Motivation as a facilitator of self-leadership in nurse academics

Although working in an academic environment can be rewarding and fulfilling, there are instances when nurse academics are exposed to situations that can negatively affect their motivation to teach. Few studies have been conducted regarding how motivational factors can facilitate self-leadership in nurse academics at academic nursing institutions. This study is aimed at developing guidelines to facilitate nurse academics' self-leadership.

The study employed an exploratory sequential mixed methods design with nurse academics teaching at higher education institutions in two provinces of South Africa. The findings of an integrative literature review, qualitative data from four focus group interviews with nurse academics, quantitative data from 265 nurse academics, field notes, and supportive literature were used to develop the guidelines. The guidelines were validated by field experts using set criteria.

Phase 1 and Phase 2 results were integrated and discussed as a narrative. Concluding statements were subsequently drawn from the data. Guidelines that could facilitate nurse academics' self-leadership were generated from the concluding statements. This article focuses on two validated guidelines related to the factors that motivate nurse academics in developing self-leadership characteristics. The influence of intrinsic and extrinsic factors was a strong motivator for self-leadership development.

Nurse academics are discouraged from relying on extrinsic factors for motivation, instead they are encouraged to utilise intrinsic factors that encourage deep fulfilment, knowledge, feelings of meaningfulness and competence.