Creating a positive practice environment in public nursing education institutions in Gauteng

Abstract

Positive practice environments are important for recruiting and retaining qualified nurse educators for the current training needs of public nursing education institutions (PNEIs) in South Africa. It is well established that positive practice environments improve nurse, patient, and organisational outcomes in the clinical healthcare setting, but less is known about the impact of these environments in academic settings, especially PNEIs. This policy brief examines the practice environment of PNEIs in Gauteng and aims to provide possible policy responses for creating positive practice environments. Positive practice environments can be defined as settings with characteristics that improve work and learning environments, so that all stakeholders in the public nursing education institution (PNEI) can thrive and contribute to the profession.1,2 These characteristics include adequate staffing and resources; strong management ability, leadership and support; nurse educator participation in organisational affairs; foundations of quality outcomes for nursing education; and effective collegial relations. Positive practice environments have been shown to have a significant impact on nurse, patient and organisational outcomes in the clinical healthcare setting, but less is known about the impact of the practice environment on nurse educator, student and organisational outcomes.