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Building Competency Through Microcredentialing: The iTEACH Experience for Novice Nurse Educators and Preceptors
Darla Gruben1, Elizabeth Wells-Beede, Cindy Weston
1College of Nursing, UNT Health, Fort Worth, Texas (Drs Gruben, Weston, and Wells-Beede).
Background:
Novice nurse educators and preceptors often enter roles with limited preparation, creating challenges in teaching future nurses. Microcredentials have emerged as an innovative approach to expanding the educator pipeline; however, evidence on their development and effectiveness in nursing education is limited.
Purpose:
The aim of this study was to explore how a microcredential supported novice nurse educators and preceptors in developing core teaching competencies.
Methods:
A qualitative descriptive design was used to analyze retrospective self-reflection journals from 10 participants.
Results:
Thematic analysis identified 5 themes: (1) confidence and professional identity; (2) innovative teaching strategies; (3) collaboration, civility, and mentorship; (4) emotional intelligence, reflection, and communication; and (5) career growth, advocacy, and nursing workforce support.
Conclusions:
Competency-based microcredentials offer a scalable model for faculty onboarding, preceptor development, and clinician-to-educator transition.
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