Requirements for teachers in the context of postgraduate nursing education: Polish experiences

Abstract

The competency of nurse teachers and collaboration between nurse educators, nurse leaders and mentors are crucial for achieving highquality Evidence-Based nursing education. The profession of a nurse teacher is one of public trust and it requires the integration of skills, attitudes, standards, and theoretical knowledge as well as awareness of individual, organisational and social circumstances. The data were collected via email using a structured questionnaire (A Tool for the Evaluation of Requirements of a Nurse Teacher). The respondents' evaluation of the professional competencies and the overall rating correlated with their age. Older age corresponded to higher scores in professional and teaching competencies, in personality factors, and to a higher general ERNT score (p = 0.019). The lowest scores were awarded for teaching competencies-which shows that postgraduate education should be more closely monitored in this respect. The tool for the Evaluation of Requirements of a Nurse Teacher (ERNT) designed for the needs of nurse education can also be implemented in the evaluation of postgraduate education of nurses and midwives.

Occurrence of Delirium during ECMO Therapy in a Critical Care Unit in Poland—A Cross-Sectional Pilot Study

“…Factors influencing the occurrence of delirium in the period from admission to hospital until complete recovery should be sought [ 33 , 34 ]. The study by Ozga et al showed that nurses face a multitude of limitations due to procedures, lack of equipment, and personnel issues [ 35 ].…”

“…Further education of nurses and other medical groups in detecting and dealing with delirium is necessary. The competency of nurse teachers and collaboration between nurse educators, nurse leaders, and mentors are crucial for achieving high quality evidence-based nursing education [32,35].…”

Nurse educator competence in four European countries—A comparative cross‐sectional study

“…Nurse educators tend to evaluate their competences higher than other evaluators. In comparison, in studies that seek to study students' and educators' evaluations, the nurse educators' self-evaluations are more positive than the evaluations given to them by their students (Mikkonen et al, 2018;Ozga et al, 2021;Salminen et al, 2013).…”

“…The ERNT instrument was selected because it has been widely used and has performed well due to its general nature (Ozga et al, 2021;Salminen et al, 2013Salminen et al, , 2021. Additionally, its face validity and internal consistency were tested in previous study, where…”

“…Nurse educators' competence has been evaluated by different professionals, including nurse educators themselves, nursing faculty, nursing administrators, experts in nursing education, student nurses, nurse mentors and heads of a nursing subject (Lemetti et al., 2022 ; Mikkonen et al., 2018 ;Ozga et al., 2021 ; Salminen et al., 2013 ). There are only a few comparative studies, but in those that are available, the competence of educators varies across the contexts studied (Ozga et al., 2021 ; Salminen et al., 2013 ). Nurse educators' competence is generally at a good level.…”