Background: Ubuntu, an ancient African philosophy, embodies the essence of humanness through communal responsibility and interconnectedness. It shapes moral values and culture that can be implemented in nursing to improve patient care. However, colonial and Western-centric education systems have marginalised ubuntu philosophy resulting in a disconnect from its core principles in contemporary nursing practices. Objectives: This meta-synthesis aims to synthesise qualitative literature on ubuntu philosophy in nursing to identify key aspects of the philosophy that can be integrated into nursing education. Method: A systematic search using keywords related to ubuntu in nursing and nursing education was conducted across multiple databases, including health sources: Nursing/Academic Edition, Medline, ProQuest, PubMed, CINAHL and Google Scholar. This search aimed to identify qualitative studies exploring the application of ubuntu philosophy within nursing and its implications for nursing education. Quality appraisals were conducted using the Critical Appraisal Skills Programme checklist for qualitative research. Noblit and Hare’s meta-ethnography techniques were employed to synthesise studies. Results: A total of 16 studies were included. The meta-synthesis revealed one meta-theme, namely the integration of ubuntu principles into nursing education with three subthemes: pedagogical approaches, decolonising nursing education and role modelling ubuntu. Conclusion: Ubuntu should be integrated into formal nursing education programmes to align with patients’ expectations and enhance nursing care quality and student needs for targeted support on the subject. Contribution: The study enriches the ongoing discourse on integrating indigenous philosophies such as ubuntu into nursing education, aligning nursing care with local cultural and ethical values to promote more humane practices.

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.

Transformative learning within Open Distance and e-Learning (ODeL) environments brings about profound changes in students’ perspectives through critical reflection and self-directed learning. It allows students to challenge assumptions, embrace inclusivity, and integrate theory into practice. Transformative learning in nursing education in the ODeL context is underexplored, particularly nurse educators' fostering of critical reflection and inclusive, student-centered learning amidst virtual challenges. This study explores the meaning of transformative learning in ODeL nursing education and examines how nurse educators can facilitate such learning. A scoping review methodology, guided by Arksey and O’Malley’s framework and the Joanna Briggs Institute guidelines, was adopted. The study was underpinned by the Transformative Learning Theory and Freire’s Critical Pedagogy. Data were synthesized from nine peer-reviewed studies published between 2014 and 2024. Three central themes emerged: the meaning of transformative learning in ODeL, barriers to its facilitation, and the transformative role of nurse educators. Transformative learning is essential in nursing education, especially in ODeL, as it equips students with critical reflection, adaptability, and collaborative skills necessary for addressing complex healthcare challenges. The review emphasizes that transformative learning in ODeL demands a human-centered, innovative, and systemic approach, rather than a simple transfer of traditional methods to online platforms. It underscores the critical role of nurse educators as facilitators of change who must model empathy, critical thinking, and adaptability to prepare students for inclusive, participatory, and contextually responsive healthcare delivery.

Background: Self-leadership has emerged as a leadership style that could be used to achieve successful performance for individuals and organisations, including higher education institutions. It is, however, not known how nurse educators perceive their self-leadership practices. Objective: To describe the self-leadership practices of nurse educators at nursing education institutions. Methods: This article reports the quantitative phase of a broader exploratory, descriptive, sequential mixed-method design study conducted with conveniently selected nurse educators (n=265) in two provinces in South Africa. Data were collected using a self-administered questionnaire. Results: Constructs found to be valid for self-leadership practices were autonomy-supportive environment, continuing professional development, role modelling, and shared leadership. Respondents perceived themselves to be engaged in self-leadership practices. The Cronbach alpha coefficient indicated the internal consistency of the constructs. Conclusion: Educational institutions should create environments that support autonomy and role modelling to facilitate the engagement of nurse educators in self-leadership practices.