A phenomenological exploration of nurse educators' roles in Saudi Arabia's Vision 2030

The purpose of this study is to examine the roles of nurse educators through the eyes of undergraduate and graduate students at selected Saudi Arabian universities in the context of Vision 2030, an initiative to transform the socio-economic reform plan that is opening Saudi Arabia worldwide based on the following three pillars: a vital society, a thriving economy and an ambitious nation.

Nursing education in Saudi Arabia has faced numerous obstacles due to cultural, educational, organizational and work-related factors, discouraging registered nurses and students enrolled in undergraduate and graduate programmes from pursuing career paths in nursing education.

Descriptive phenomenology was used as the method. Twenty-two nursing students from selected government and private universities in Saudi Arabia's Eastern Region were recruited through purposive sampling and semi-structured in-depth interviews. The COREQ criteria list was adapted to report the study's findings.

Four themes emerged regarding how nursing students perceived nurse educators' roles, including philanthropists of learning, advocates for patient safety and quality service, proponents of individual transformation and beacons of hope for nursing's future.

Despite rapidly changing images, ideologies and perceptions of modernization and worldwide freedom of expression and speech, students continue to have positive perspectives on nurse educators' roles.

The study's findings will provide an initiative for nurse managers and leaders to revisit the roles of nurse educators in moulding future generations of registered nurses and realign these roles towards the goals and objectives of Saudi Vision 2030.