A Research Review of Nurse Teachers’ Competencies

Zlatanovic, Tatjana; Havnes, Anton; Mausethagen, Sølvi

doi:10.1007/s12186-016-9169-0

Cited by 37 publications

(32 citation statements)

References 52 publications

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“…Mentors cannot have all the required expertise from the start and they must continuously improve their mentorship through academic support, education, nurse teacher coaching and, of course, experience with students (Dracup & Bryan-Brown, 2004). Moreover, nurse teachers should know students' characteristics and mentors' competence levels to match students and mentors appropriately to optimise prospects of fruitful mentorship experiences and effective clinical learning (Zlatanovic, Havnes, & Mausethagen, 2017).…”

Section: Discussionmentioning

confidence: 99%

Mentors' self‐assessed competence in mentoring nursing students in clinical practice: A systematic review of quantitative studies

Pramila‐Savukoski

Juntunen

Tuomikoski

et al. 2019

Journal of Clinical Nursing

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Aims and objectives To examine registered nurses' self‐evaluation of their competence in mentoring nursing students in clinical practice. Background Clinical mentors have significant roles and responsibility for nursing students' clinical learning. Moreover, the mentors' role is becoming increasingly important internationally, as the role of nurse teachers in mentoring students in clinical practice has declined. However, in most EU countries there are no specific educational requirements for clinical mentors, although they need targeted education to increase their competence in mentoring nursing students. Design The systematic review of quantitative studies was designed according to guidelines of the Centre for Reviews and Dissemination and PRISMA protocol. Methods Studies published during 2000–2019 that met inclusion criteria formulated in PiCOS format were systematically reviewed by three independent reviewers. CINAHL (Ebsco), PubMed (MEDLINE), Scopus, ERIC and Medic databases were used to retrieve the studies. Three independent reviewers conducted the systematic review process. The studies were tabulated, thematically compared and narratively reported. Results In total, 16 peer‐reviewed studies met the inclusion criteria. The studies identified various dimensions of mentors´ competence and associated environmental factors. Generally, participating mentors rated competences related to the clinical environment, mentoring, supporting students' learning processes and relevant personal characteristics fairly high. They also rated organisational practices in their workplaces, resources in the clinical environment and their mentor–student and mentor–stakeholder pedagogical practices, as respectable or satisfactory. Conclusion The results indicate considerable scope for improving mentors' competence, particularly through enhancing organisational mentoring practices and relevant resources in clinical environments. Relevance for clinical practice Pedagogical practices of mentors in relations with both students and stakeholders should be enhanced to improve future nurses' learning. This systematic review addresses a gap in knowledge of mentors' self‐evaluated competence that could assist the formulation of effective educational programmes for mentors internationally and improving clinical environments.

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Section: Discussionmentioning

confidence: 99%

Mentors' self‐assessed competence in mentoring nursing students in clinical practice: A systematic review of quantitative studies

Pramila‐Savukoski

Juntunen

Tuomikoski

et al. 2019

Journal of Clinical Nursing

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“…Academic nurse educators should be highly competent in teaching, research, clinical practice, management, communication, and ethics (Mikkonen et al., 2018; Zlatanovic et al., 2017). They should be educators with multiple competencies that contribute to the cultivation of highly professional nurses (Jackson et al., 2011).…”

Section: Introductionmentioning

confidence: 99%

“…The nursing education system varies by country, and thus the required competencies of academic nurse educators and the education they receive also vary (Salminen et al., 2010). It seems unlikely that there will ever be a universally accepted definition of competency for academic nurse educators (Garside & Nhemachena, 2013; Zlatanovic et al., 2017). However, it is important to improve and make equal the quality of nursing education globally and to address disparities in nursing service quality at the international level.…”

Section: Introductionmentioning

confidence: 99%

Competency of Academic Nurse Educators

2020

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Background In the face of a rapidly changing social environment and increasing demand for health care services, there is a global concern that academic nurse educators should have expert-level competencies and should improve the level of nursing education. Objective This study aimed to investigate the elements that constitute competency in academic nurse educators. Methods A cross-sectional self-completed online survey was conducted involving academic nurse educators working at universities in Japan. We invited 277 nursing universities to participate in the survey and to provide academic nurse educators with information about the research by contacting the dean of each university’s nursing department. In total, 372 educators completed the survey (response rate 4.03%), and after excluding those with incomplete data, 367 were analyzed (valid response rate 3.97%). The data were analyzed by exploratory-factor analysis, with the least-squares method and promax rotation performed. Results An exploratory analysis yielded five competency factors: “facilitating active learning,” “engaging in academic research activities,” “participating in university management,” “undertaking self-directed learning based on professional ethics,” and “practicing education autonomously.” Conclusions The competencies identified in the present study are essential for academic nurse educators, and the five factors are in accord with the findings of previous studies. Support systems for academic nursing educators should be established to improve their competencies comprehensively. However, further research is needed to develop the competencies of academic nurse educators into more comprehensive and sophisticated competencies.

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“…Investigación cualitativa, donde adquiere relevancia la forma en que las personas perciben el mundo y lo que para ellas es realmente importante (Taylor & Bogdan, 1986), específicamente un estudio de casos que explora una realidad singular, limitada en el tiempo, indagando diversas fuentes de información, ricas en contexto.…”

Section: Métodosunclassified

Recorrido de un buen formador de enfermería. La mirada de sus protagonistas

Parra

Moya

Faúndez-Aedo

et al. 2019

cuid

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Good educators are vital as referents in the education process for novice nurse teachers and nursing students. Objective: To explore transcendental aspects for the educational performance of the good trainers in nursing, from their own perspectives and in spheres related to their personal and professional history. Methods: Qualitative research, case study methodology. To identify the best nursing educators, students and teachers of two University Nursing Schools were consulted in Barcelona. Professor's diary, interviews and participant observations were used. Criteria of scientific rigor were applied. Informed consent and an identification system were used, ensuring confidentiality and anonymity. Results: The influence of models as parents and clinical teachers, the value of the teacher-student relationship, the pedagogical intuition and the relevance of the clinical practice scenario were described as transcendental for their performance.

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A Research Review of Nurse Teachers’ Competencies

Cited by 37 publications

References 52 publications

Mentors' self‐assessed competence in mentoring nursing students in clinical practice: A systematic review of quantitative studies

Mentors' self‐assessed competence in mentoring nursing students in clinical practice: A systematic review of quantitative studies

Competency of Academic Nurse Educators

Recorrido de un buen formador de enfermería. La mirada de sus protagonistas

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