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Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
Beyond Experience: How Doctoral and Pedagogical Training Shape Nurse Educators
Raúl Quintana-Alonso1, Lucía Carton Erlandsson1, Elena Chamorro-Rebollo1
1Salus Infirmorum Nursing and Physiotherapy Faculty, Pontifical University of Salamanca, 28015 Madrid, Spain.
Three nurse educator profiles were identified based on teaching competency values. Doctoral degrees and pedagogical training significantly influenced these profiles, highlighting the need for targeted faculty development in nursing education.
Area of Science:
- Nursing Education Research
- Higher Education Pedagogy
Background:
- Nurse educators are crucial for advancing nursing as a discipline.
- Their professional preparation is currently diverse and inconsistent.
- Understanding nurse educator profiles is key to improving educational quality.
Purpose of the Study:
- To identify distinct profiles of nurse educators based on their valuation of teaching competencies.
- To analyze sociodemographic and academic factors influencing these identified profiles.
Main Methods:
- Cross-sectional, descriptive study utilizing convenience sampling of 326 nurse educators from Spanish universities.
- Data collected via online questionnaire assessing teaching competencies and academic/sociodemographic variables.
- Statistical analyses included cluster analysis, ANOVA, chi-square tests, and multinomial logistic regression.
Main Results:
- Three distinct nurse educator profiles emerged: academic-pedagogical (highest competency value), clinical-pragmatic (lowest competency value), and intermediate-researcher (moderate competency value).
- Doctoral degree attainment and formal pedagogical training were significant predictors for the academic-pedagogical profile.
- Multivariate regression confirmed doctoral status (OR=0.07) and pedagogical training (OR=0.13) as key determinants.
Conclusions:
- The study successfully delineated three statistically robust profiles of nurse educators based on their teaching competency appraisal.
- Academic qualifications, particularly a doctoral degree, and pedagogical training are critical determinants of these profiles.
- Developing targeted faculty development programs focusing on advanced academic preparation and pedagogical expertise is essential for enhancing nursing education consistency and quality.
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