Pedagogical Nursing Practice: Redefining nursing practice for the academic nurse educator

Bono-Neri, Francine

doi:10.1016/j.nepr.2019.04.002

Cited by 12 publications

(10 citation statements)

References 8 publications

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“…The participants experienced the various transitions as challenging for their academic confidence, role and work–life balance. This shows that nurse academics work in a challenging, complex and demanding environment (Bittner & O'Connor, 2012; Bono‐Neri, 2019).…”

Section: Discussionmentioning

confidence: 99%

Academic nurses' transition across an academic career: A qualitative study

Barken,

Robstad

2023

Journal of Advanced Nursing

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AimThe aim of this study was to gain a deeper understanding of nurse academics' experiences with the transition from clinical practice to academia and throughout their whole career trajectory.DesignQualitative study design.MethodsThree focus group interviews with 17 nurse academics employed at a University in Norway were conducted in May and June 2020. Data were analysed using qualitative content analysis.ResultsNurse academics experienced several diverse career transitions that continued throughout their whole career trajectory, affecting their daily life. Three interconnected themes were identified: ‘clinically confident, yet academically uncertain’, ‘balancing the academic role’ and ‘lost in academic transition’.ConclusionThis study contributes to a deeper understanding of nurse academics' experiences of transitioning into their academic role and identity. Transition was found not as separate occurrences but was described as several ongoing and concurrent processes throughout their whole career trajectory regardless of seniority level or academic experience. These transitions encompass shifts in identity, new responsibilities and increased tasks, yet often occur without adequate support. As a result, nurse academics may lack the essential skills and knowledge of the academic role.ImpactThis study provides insights into nurse academics' transition from clinical practice to academia and throughout their whole career trajectory. This is not a one‐time occurrence but a continuous process that takes place throughout their entire career trajectory. This transition is embedded within a complex environment that requires careful consideration and attention. To address challenges regarding career transitions for nurse academics, universities should provide more training and preparation opportunities for all nurse academics when facing different career transitions.Reporting MethodConsolidated Criteria for Reporting Qualitative Research.Patient or Public ContributionNo patient or public contribution.

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Section: Discussionmentioning

confidence: 99%

Academic nurses' transition across an academic career: A qualitative study

Barken,

Robstad

2023

Journal of Advanced Nursing

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“…Managerial competence was one of the major assessed competence areas, emphasizing the significance of leadership skills in the nursing profession (Curtis et al, 2011). Nurse educators' primary role is to promote students' learning and professional development (Bono‐Neri, 2019). To best achieve this, educators need to show continuous professional development (Mikkonen et al, 2019), as well as nursing and pedagogical competence (Mikkonen et al, 2018; Salminen et al, 2013) in different areas, such as subject, ethics, pedagogy, cultural and linguistic diversity (Mikkonen et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…The content of the WHO and NLN competence areas are quite the same even though their names are little bit different. NLN emphasizes that the main role of the nurse educator is to promote students' learning and professional development as also Bono‐Neri (2019) states. Comparing Competence areas of WHO and NLN the FINE describes educators' competence areas in a more abstractive level (Table 1).…”

Section: Introductionmentioning

confidence: 99%

Instruments assessing nurse educator's competence: A scoping review

et al. 2022

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Aim The aim of this review was to synthesize the instruments that assess nurse educators' competence. Design A scoping review was conducted with the five‐stage process informed by Arksey and O'Malley. Review Methods The predetermined search strategy was used including an additional hand search. The studies were selected according to inclusion and exclusion criteria to answer the research questions followed: (1) “What instruments are used to assess nurse educators' competence?”, (2) “How are the psychometric properties of nurse educators' competence instruments reported in the literature?”. The thematic synthesis was used. Data Sources The literature search was conducted in January 2021 using the CINAHL, MEDLINE and ERIC databases from January 2000 to December 2020. Results Of the 1,567 articles searched through, 25 met the inclusion criteria. A total of 19 instruments with 10 areas of competence were identified. Typical competence areas were pedagogical and nursing competence. In addition, leadership in managerial competence was included in several instruments. However, the theoretical backgrounds of the instruments varied and the psychometric properties were reported in varied ways in reviewed studies. Implications for the Profession This study provides evidence about the valid and comprehensive assessment of nurse educators' competence, as competent nurse educators promote excellence in nursing education. To assess a nurse educators' competence comprehensively, a variety of theoretical backgrounds of this competence and more than one instrument for the measurement need to be considered. The selection of the instruments to assess nurse educators' competence should be based on the selected theoretical background and use of valid measurements. Reporting Method This study was reported by following the reporting recommendations of the PRISMA extension for Scoping Reviews (PRISMA‐ScR). Patient or Public Contribution No Patient or Public Contribution was applied, since research design was a scoping review.

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“…Previous studies have shown that educators' needs to develop pedagogical and subject competence are related. In particular, it was found that nurse educators use both academic and subject competence to promote students' learning (Bono‐Neri, 2019) and that nurse educator students build their pedagogical competence on their previous professional experience as nurses (Koivusalo et al., 2014). Additionally, a study from the perspective of students found that clinical teachers with greater subject competence were better able to connect theory and practice than university teachers (Gustafsson et al., 2015).…”

Section: Introductionmentioning

confidence: 99%

An empirical model of social and healthcare educators' continuing professional development in Finland

Koskimäki

Mikkonen

Kääriäinen

et al. 2021

Health Social Care Comm

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The objective of this work was to develop and test an empirical model of social and healthcare educators' continuing professional development. A cross‐sectional survey study design was adopted, and a total of 422 part‐time and full‐time social and healthcare educators from 28 universities of applied sciences and vocational schools in different regions of Finland participated. Data were collected from October to December in 2018. The participants taught in the fields of healthcare, social services, and rehabilitation. The questionnaire included the EduProDe scale and background questions. Confirmatory factor analysis and structural equation modelling were used to develop the model, and its quality was assessed by computing goodness of fit indexes. The main finding was that when educators understand the benefits of continuing professional development, they will recognise their developmental needs and proactively seek support from their superiors. The results obtained provide insight into the preconditions for professional development and offer guidance for the design of future shared development programmes or activities for social and healthcare educators.

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Pedagogical Nursing Practice: Redefining nursing practice for the academic nurse educator

Cited by 12 publications

References 8 publications

Academic nurses' transition across an academic career: A qualitative study

Academic nurses' transition across an academic career: A qualitative study

Instruments assessing nurse educator's competence: A scoping review

An empirical model of social and healthcare educators' continuing professional development in Finland

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