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Updated: Mar 17, 2026
10:07
Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
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Preparation of academic nurse educators.
Tracy L Booth1, Christi J Emerson1, Michele G Hackney1
1University of Mary Hardin-Baylor, College of Nursing, 900 College St., Box 8015, Belton, TX 76513, United States.
Nurse Education in Practice
|July 19, 2016
Summary
Academic nurse educators need specialized pedagogical training beyond clinical expertise. This ensures effective teaching and curriculum development for future nurses, enhancing the nursing profession.
Area of Science:
- Nursing Education
- Higher Education Pedagogy
Background:
- Nursing practice encompasses direct patient care and preparing future nurses.
- Academic nurse educators require expertise in education, research, and clinical practice.
- Current preparation often prioritizes clinical expertise over pedagogical skills.
Purpose of the Study:
- Advocate for dedicated pedagogical preparation for academic nurse educators.
- Identify essential pedagogical competencies for nurse educator roles.
- Address the gap between clinical expertise and teaching proficiency.
Main Methods:
- Literature review on nurse educator preparation.
- Analysis of existing educational competencies.
- Synthesis of recommendations for pedagogical training.
Main Results:
- Clinical expertise does not automatically translate to teaching expertise.
- A consensus on essential pedagogical preparation for nurse educators is lacking.
- Specific pedagogical competencies are crucial for effective academic nursing practice.
Conclusions:
- Formal pedagogical education is vital for academic nurse educators.
- Implementing standardized pedagogical competencies will elevate nursing education quality.
- Investing in educator preparation strengthens the future nursing workforce.
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