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Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
Core Competencies and Associated Factors Among Clinical Nurse Educators
Jinyun Wang1, Lili Yang, Junqing Chen
1Author Affiliations: Department of Nursing, The Fourth Affiliated Hospital of School of Medicine, and International School of Medicine, International Institutes of Medicine, Zhejiang University, Yiwu, China (Ms Wang, Ms Chen); and Nursing Department, Sir Run Run Shaw Hospital, Zhejiang University School of Medicine, Hangzhou, China (Dr Yang).
Background:
Clinical nurse educators (CNEs) in China are required to maintain clinical nursing care while undertaking educational management responsibilities, but evidence on their competency profile remains limited.
Purpose:
Assess the core competencies of CNEs and identify associated factors.
Methods:
A cross-sectional survey was conducted with CNEs from hospitals in China using convenience sampling.
Results:
Among the 898 responses, the total competency score was moderate; clinical nursing skills scored highest, and innovation and research competency scored lowest. Competency differed by region, age, professional title, clinical work experience, years as a CNE, initial education, and specialized training (all P < 0.05). Pre-appointment training for clinical teaching was the strongest and most consistent predictor.
Conclusions:
CNEs reported moderate competency, with the greatest gap in innovation and research. Pre-appointment training was consistently associated with higher competency, highlighting the need for structured preparation for teaching and ongoing professional development.
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