Background: Self-directed learning requires the ability to identify one’s own learning needs, develop and implement a plan to gain knowledge and to monitor one’s own progress. A lifelong learning approach cannot be forced, since it is in essence an internally driven process. Nurse educators can, however, act as role models to empower their students to become independent learners by modelling their own self-directed learning and applying a number of techniques in supporting their students in becoming ready for self-directed learning. Objectives: The aim of the article is to describe the manifestations and implications of the gap between self-directed learning readiness of nurse educators and educational trends in supporting students. Method: An instrumental case study design was used to gain insight into the manifestations and implications of self-directed learning of nurse educators. Based on the authentic foci of various critical incidents and literature, data were collected and constructed into a fictitious case. The authors then deductively analysed the case by using the literature on self-directed learning readiness as departure point. Four constructs of self-directed learning were identified, namely internal motivation, planning and implementation, self-monitoring and interpersonal communication. Supportive strategies were identified from the available literature. Results: Nine responses by nurse educators based on the fictitious case were analysed.Analysis showed that readiness for self-directed learning in terms of the identified constructswas interrelated and not mutually exclusive of one other. Conclusion: The success of lifelong learning is the ability to engage in self-directed learning which requires openness to learning opportunities, good self-concept, taking initiative and illustrating independence in learning. Conscientiousness, an informed acceptance of a responsibility for one’s own learning and creativity, is vital to one’s future orientation towards goal-directed learning. Knowledge and understanding of one’s own and students’ selfdirected learning abilities are critical for nurse educators. In the nursing profession, it has been shown that self-directed learning by the nurse educators has a direct relationship towards the development of a lifelong learning approach by their students. Supporting students towards becoming self-directed learners throughout their professional life, in turn, will impact directly on the quality of nursing and midwifery practice. (Article to follow)

The ability to reflect meaningfully may help practitioners or students to maintain competence and keep abreast with the latest trends in their practice. Practitioners who are more self-aware or self-discovered are more effective and competent in practice. However, unless educators are trained to practise reflection and to facilitate activities that promote the development of reflective learners, the role of the educator in promoting reflective learning by students will be limited. The purpose of this study was to explore and to describe the role of educators in the facilitation of reflective learning by students. A quantitative, explorative, descriptive study was conducted at nine nursing education institutions in South Africa. A total of 121 nurse educators (n = 121) was selected through a multi-staged probability sampling method. Data were collected using a structured questionnaire. The findings revealed that educators recognise the value of reflective practice but did not necessarily strive to develop their own reflective practices. Although reflective learning was not a formal learning approach in most programmes, the educators included reflection in the teaching and learning activities they facilitated. Educators need formal training to facilitate reflective learning activities to create a reflective learning environment that is conducive to reflection. Reflective learning should also be a formal teaching and learning approach in nursing curricula as reflective practices promote students’ critical and creative thinking.

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: Many factors contribute to an enhanced risk of infant HIV acquisition, two of which may include failure of a mother to disclose her HIV-positive status to her partner and exclusion of male partners in preventing mother-to-child transmission of HIV (PMTCT) interventions. To justify why HIV programmes need to integrate male partner involvement and partner disclosure, we need to establish an association between the two factors and infant HIV acquisition.Objective: To determine whether failure to disclose an HIV-positive status to a male partner is associated with increased risk of infant HIV acquisition, and whether part of the association is explained by exclusion of male partner in PMTCT programmes.Methods: Using a case–control study design, we identified a total of 180 mother–baby pairs with HIV-exposed infants. Thirty-six pairs with HIV-positive babies (cases) were compared to 144 pairs with HIV-negative babies (controls) on whether the mothers had disclosed their HIV status to their partner in order to determine whether a disclosure or lack of it contributed to increased risk of mother-to-child transmission of HIV (MTCT). Each case pair was matched to four control pairs from the same facility.Results: Overall, 16.7% of mothers had not disclosed their HIV status to their partners, the proportion being significantly more among cases (52.8% vs. 7.6%, p < 0.001). Non-disclosure was significantly associated with infant HIV acquisition (aOR 9.8 (3.0–26.3); p < 0.001) and male partner involvement partially mediated the effect of non-disclosure on infant HIV acquisition (indirect coefficient = 0.17, p < 0.005).Conclusions: Failure of an HIV-positive woman to disclose her status to her male partner and exclusion of male partners in PMTCT programmes are two social factors that may curtail success of interventions towards the goal of eliminating MTCT.

The purpose of the study was to develop guidelines for the facilitation of self-leadership in nurse faculty. Of the 12 guidelines developed, this paper discusses the two related to resilience through self-leadership practices, namely: encouraging reliance on internal sources for self-preservation; and strengthening the positive self-image of nurse faculty through management and peer support. An exploratory, sequential mixed-methods design was used to guide the development of guidelines. Enhancing nurse faculty resilience can be achieved by promoting engagement in self-leadership activities. These activities contribute to faculty members’ profound satisfaction, confidence in their knowledge, and overall competence. Resilience is enriched through practicing self-leadership in a supportive work environment and plays a crucial role in adapting to significant changes in the work environment. It has been identified as a key factor that facilitates the ability to persist against struggles and challenges in the workplace. The implementation of higher education reforms in South Africa has brought about increased workload, stress, and uncertainties to an already overwhelmed nurse faculty workforce, consisting of mainly female faculty. It is prudent that a supportive environment that empowers nurse faculty well-being and resilience be facilitated to ensure adaptation to a dynamic and competitive nursing education environment.