|dc.description.abstract||The nursing education leader provides visionary leadership to his/her organisation, as well as
to the profession of nursing, and must have t he authority and resources necessary to ensure
nursing education and training standards are met. This link between professional practice
and operational activity of the organisation leads to greater involvement in decision making
and fosters collaboration within nursing education and training and interdisciplinary teams. A
collaborative approach contributes to quality education and training. It involves lecturers
participating in a common vision for their workplaces and being recognised for their unique
Nursing education leadership is required to work out work schedules and to ensure that
proper service rendering is at the order of t he day. Nursing education leaders are appointed
according to their academic achievement and not their managerial or leadership skills.
Policies, t he environment, and the workplace have, however changed significantly over the
past couple of years. This has left nursing education leaders without a proper model to
manage and lead the structure of their Nursing Education Institutions. As part of the process
of reaching the academic level, leadership skills will play a secondary role. Although this.is
the reality, leadership skills need to be addressed as part of the total armour of the nursing
Based on the problem statement the following research questions were posed:
-• How can a model for transformational leadership be developed for nursing education
?leaders in Nursing Education Institutions .
To answer this question the following sub questions were posed:
-• What are the concepts and related concepts in transformational leadership for nursing
education leaders in the context of Nursing Education Institution?
• What is the relationship between these concepts and how can these relationships be
constructed for the development of a model for transformational leadership for nursing
education in the Nursing Education Institution? As it is the researcher's intention to identify the concepts from an emic perspective, the
following questions were formulated:
• What are the expectations of the lecturers, students and administrative personnel of
nursing education leaders?
• What are present leadership styles used by nursing education leaders?
The overall aim of this study was to:
• Develop a model for transformational leadership for nursing education leaders in
Nursing Education Institutions.
In order to achieve this aim the following objectives were formulated:
PHASE 1 OBJECTIVES
The objectives of phase 1 were formulated to enable the identification and classification of
concepts in relations to transformation to transformational leadership of nursing education
leaders in the Nursing Education Institutions.
These objectives were as follows:
• Phase 1(a)
To explore and describe the expectations of the nurse educators, students and
administrative personnel from nursing education leaders.
To describe the present leadership styles used by nursing education leaders.
PHASE 2 OBJECTIVES
To develop and describe a model for transformational leadership for nursing education
leaders in the Nursing Education Institutions, the following objectives were formulated:
Phase 2 (a): To describe the concepts in the model for transformational leadership for
nursing education leaders in the Nursing Education Institutions
Phase 2 (b): To construct relational statements between concepts,
Phase 2 (c): To critically reflect on the model for transformational leadership for nursing
education leaders in the Nursing Education Institutions||