Objective: The purposes of this study were to assess the current competencies and desired competency development of nurse educators and to examine differences in how they ranked their needs by participants' gender, age, educational qualification, and work experience. Methods: We conducted a cross-sectional study. Participants were 435 nurse educators working at nursing colleges under the Ministry of Public Health, Thailand, in 2021. Results: Participants had significantly higher desired scores for competency development than the actual condition scores (p < .05). They prioritized their competence development needs from highest to lowest scores as follows: (1) nursing knowledge, (2) teaching pedagogy, (3) learning activities preparation, (4) professional value, (5) learning atmosphere building, (6) educator professional ethics, (7) learning outcomes measures, and (8) learning plan. Participants with different gender, education levels, ages, and work experiences set similar priorities for competency development needs. Conclusion:Nurse educators first emphasized knowledge and teaching skills improvement, followed by enhancing value. However, their needs were not different when categorized by gender, age, educational qualification, and work experience.Therefore, planning to develop all competencies is urged and prioritized. Similarly, future research should explore suitable competency development programs for these nurse educators in each area. Our study's findings could be an example applied to other nursing schools worldwide to improve nurse educators' competencies.

Nurse educators’ competencies are essential for teaching at the graduate level. However, previous studies report educators lacking some competency aspects, such as pedagogical or research competencies. Developing nurse educators’ competencies is necessary to design and shape high-quality education for future nurses working in healthcare settings. The aim of this qualitative study was to explore Thai nurse educators’ viewpoints on improving new nurse educators’ competencies in educating graduate students. A qualitative descriptive research approach was used. Researchers interviewed 15 nurse educators in Phitsanulok, Thailand, with expertise in graduate education. Data were analyzed using content analysis. The study revealed that developing new nurse educators to educate graduate students involved changing mindsets regarding such education and continuous learning. For example, there were two themes focusing on 1) changing perspectives of nurse educators, such as teaching at the graduate education level as teaching adult learners, and the goal of teaching was enhancing students to be systematic thinkers, and 2) ongoing education for faculty, such as attending a meeting or conducting research and learning from other faculty members. Based on the study findings, educational institution administrators should identify strategies to improve the mindsets of nurse educators and enhance continuous learning through mentorship, study trips, and conducting knowledge management forums for graduate nurse educators. Nurse educators should also use these strategies to improve their com- petencies and be prompt in teaching quality graduate education