Developing a Core Competency Framework for Nursing Educators Under International Collaborative Programs: Insights...

Area of Science:

• Nursing Education
• International Collaboration
• Competency-Based Education

Background:

• International collaborative education in nursing is expanding.
• Standardized evaluation of nursing faculty competencies in global settings is lacking.
• Need for a robust framework to guide faculty recruitment, training, and assessment.

Purpose of the Study:

• To develop a comprehensive framework for evaluating core competencies of nursing faculty in international collaborative education.
• To establish clear criteria for recruitment, training, and teaching assessment.
• To enhance the sustainability and quality of international nursing education programs.

Main Methods:

• Mixed-methods approach incorporating literature review, semi-structured interviews, work logs, Delphi method, and Analytic Hierarchy Process (AHP).
• Theories utilized include Cross-Cultural Theory, Role Theory, and the Iceberg Competency Model.
• Expert consultations were conducted in two rounds to determine competency indicators and their weights.

Main Results:

• A 7-primary, 15-secondary, and 55-tertiary indicator framework for nursing faculty core competencies in international collaboration was developed.
• Key primary indicators include international nursing professional competency (0.37), humanistic care (0.23), and teaching quality management (0.12).
• The framework demonstrated high reliability, with AHP authority coefficients ranging from 0.92 to 0.94.

Conclusions:

• The developed framework is scientifically robust, comprehensive, and detailed for evaluating nursing faculty in international collaborative education.
• It provides educational institutions with a basis for faculty recruitment, training, and assessment.
• The framework supports the sustainable advancement of international collaborative nursing education.