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Towards Decolonizing the Self: Nurse Educators' Engagement in Personal Mastery
Vhothusa Edward Matahela1, Gisela Hildegard van Rensburg1
1Department of Health Studies, University of South Africa, Pretoria, Gauteng, South Africa.
Creative Nursing
|October 6, 2023
Summary
Nurse educators can use personal mastery to confront coloniality in South African nursing education. This approach supports self-leadership and decolonization efforts within higher education institutions.
Area of Science:
- Nursing Education
- Higher Education Studies
- Decoloniality Studies
Background:
- South African nursing education is reforming under a new higher education qualifications framework.
- Discussions on decolonizing institutions, curricula, and pedagogy are prevalent.
- There is a need to address decolonizing the self amidst institutional decoloniality efforts.
Purpose of the Study:
- To explore how nurse educators can use personal mastery to address their own perceived coloniality.
- To focus on self-leadership and behavioral reflection in nurse educators.
- To support the decolonization of nursing education.
Main Methods:
- Mixed-methods study.
- Integrated data analysis.
- Exploration of themes related to self-leadership: ownership, motivation, and facilitation.
Main Results:
- Three key themes emerged regarding self-leadership in nurse educators.
- Findings highlight the role of taking ownership, motivational factors, and facilitating self-leadership.
- Personal mastery practices can help educators confront their own colonial discourses.
Conclusions:
- Personal mastery can aid nurse educators in decoloniality efforts within their institutions.
- It supports confronting and managing personal discourses that perpetuate coloniality.
- Facilitating self-leadership is crucial for decolonizing nursing education.
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