The lecture room instructional management competence
(LRIMC) of novice nurse educators (NNEs) in the Republic
of South Africa (RSA) was investigated by means
of a quantitative exploratory survey using questionnaires.
The findings indicated that NNEs benefited from mentors’
guidance, experienced reality shock on entering their
first teaching situation, and lacked LRIMC - according to
the perceptions of the NNEs themselves, their students
and their mentors. NNEs could benefit from effective orientation
programmes and from ongoing in-service education
programmes as well as from the availability of mentors
assigned to specific NNEs.
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