Academic maturity: qualifications to teach the nurse professionals of the future

In a recent survey of Queensland academic managers and graduates of pre-registration and nursing postgraduate programs, it was found that within levels of management there exists a disparity related to the minimal qualifications of educators of nurses. The preferred minimal level of academic preparation of heads of departments of nursing was generally ess than that proposed by recent consumers of tertiary education. Recent postgraduate and graduate students displayed their academic maturity through their preferences for highly qualified and academically qualified educators at all levels. The variety of educators involved in tertiary education included academics teaching within universities; clinical laboratory teachers teaching the skills of nursing practice; clinical faci itators who are responsible for groups of students in the clinical area; and clinical mentors, the clinicians who support and nurture students on a one-to-one basis. Ten managers of nursing programs (N=20), fourteen postgraduates (N=61) and 90 graduates (n=302) of Queensland tertiary nursing programs responded to the survey. While the final samples were small, the outcomes suggest increasing graduate expectations of thei educators and the need for a re-evaluation of measures of quality in academic teaching.