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Novice nurse educator entry-level competency to teach: a national study
The Journal of Nursing Education
|September 18, 2013
Summary
Expert nurse clinicians transitioning to academia need specific teaching competencies. Nurse administrators expect these skills before hiring entry-level nurse educators for prelicensure programs.
Area of Science:
- Nursing Education
- Academic Nursing
- Faculty Development
Background:
- Expert nurse clinicians often lack preparedness for academic roles.
- Clinical expertise alone is insufficient for nurse educator positions.
- Transitioning faculty require specific pedagogical competencies.
Purpose of the Study:
- To identify essential entry-level nurse educator competencies.
- To gather perspectives from nurse administrators of prelicensure nursing programs.
- To understand competency expectations based on academic setting and position type.
Main Methods:
- Survey administered to 374 program administrators across 48 states.
- Responses analyzed based on academic institution type and entry-level position.
- Achieved a 44% response rate from accredited prelicensure nursing programs in the US.
Main Results:
- Administrators expect entry-level nurse educators to possess teaching competencies before employment.
- Identified key competencies crucial for new nurse educators.
- Proficiency level expectations varied by position type and academic setting.
Conclusions:
- Prelicensure nursing programs require educators to have acquired teaching skills.
- Targeted faculty development is crucial for transitioning clinicians.
- Competency frameworks should guide the preparation of new nurse educators.
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