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Factors That Predict Competence of Adjunct Academic Clinical Nursing Faculty: A Scoping Review
Jennifer L Hull1, William L Hull2, Franchesca E Nunez3
1About the Authors Jennifer L. Hull, MSN, RN, CNE, is a PhD candidate, School of Nursing, The University of Texas at Tyler, Tyler, Texas; Clinical Instructor, course coordinator, BSN Program, College of Nursing, The University of Texas at El Paso, El Paso, Texas.
Aim:
This scoping review identifies factors predicting competence in adjunct academic clinical nursing educators (AACNEs). Populations and contexts are described along with strategies supporting competence development.
Background:
AACNEs are vital to nursing education but often lack formal teaching preparation. With growing reliance on adjuncts due to faculty shortages, it is important to understand factors that influence their competence.
Method:
Guided by Joanna Briggs Institute and Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews standards, literature was searched for the period 2005 to 2025.
Results:
Seventeen articles were included. Educational preparation, teaching experience, mentoring, professional development, workload, and institutional support were identified as key predictors. Most studies were from the United States and were qualitative and descriptive.
Conclusion:
Competence in AACNEs stems from multifaceted influences; structured orientation, mentoring, and institutional support are essential. Future research should investigate diverse contexts and examine the relationships between predictors and student outcomes.
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