The Capabilities of Nurse Educators (CONE) questionnaire: Development and evaluation

McAllister, Margaret; Flynn, Trudi

doi:10.1016/j.nedt.2016.01.022

Cited by 31 publications

(21 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Health science teachers are expected to have ample pedagogical and research competence, skills in international networking, leadership and management (McAllistair and Flynn, 2016) and wide-…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Competence areas of health science teachers – A systematic review of quantitative studies

Mikkonen

Ojala

Sjögren

et al. 2018

Nurse Education Today

View full text Add to dashboard Cite

It is important to identify the core competencies required by health science teachers in order to train highly competent healthcare professionals. Based on the findings of this systematic review we suggest that teachers should be encouraged to gain university education and actively participate in research, and that younger teachers should have opportunities to practice the relevant teaching skills to build competence.

show abstract

Section: Introductionmentioning

confidence: 99%

“…tasks (Kalb, 2008), skills (Johnsen et al, 2002), requirements (Salminen, 2000), competences (Green, 2006), and capabilities (McAllistair and Flynn, 2016). There are some common notions which aim to describe the complexity of the concept of competence.…”

Section: Introductionmentioning

confidence: 99%

Competence areas of health science teachers – A systematic review of quantitative studies

Mikkonen

Ojala

Sjögren

et al. 2018

Nurse Education Today

View full text Add to dashboard Cite

show abstract

“…The behaviors of nursing academicians, such as role‐playing and feedback, significantly contributed to students assessing the patients. The workload of the academicians, the lack of support, poor role preparations, high‐performance expectations, the lack of nurse academicians, and inadequate resources may prevent them from performing their roles and responsibilities . Academicians have found that insufficient time for clinical practice competes with academia for classroom‐based teaching, publishing, and research activities.…”

Section: Discussionmentioning

confidence: 99%

“…The workload of the academicians, the lack of support, poor role preparations, high-performance expectations, the lack of nurse academicians, and inadequate resources may prevent them from performing their roles and responsibilities. [28][29][30] control by sharing confidential information. This confidential information may cause concern for both as this information can cause ambivalence and ethical problems.…”

mentioning

confidence: 99%

Addressing the psychosocial needs of patients: Challenges for nursing students

Mersin

Demiralp

Öksüz

2019

Perspect Psychiatr Care

View full text Add to dashboard Cite

Purpose To evaluate the ability of nursing students to determine the psychosocial needs of patients and identify the needs and problems encountered by nursing students. Design and methods This study is a mixed method research. The nursing care plans of 40 nursing students that provided care to 129 patients with chronic medical diseases were examined retrospectively. Individual interviews were also conducted with five nursing students and six academicians. Findings It was determined that nursing students defined an average of 15.77 ± 11.55 physiological and an average of 3.05 ± 2.28 psychosocial nursing diagnoses for 129 patients. Data analysis of individual interviews revealed two main themes: (1) identifying psychosocial diagnoses: teaching difficulties and (2) identifying psychosocial diagnoses: learning difficulties. Practice implications This can facilitate the learning process of each student to include physiological and a psychosocial care focus in their nursing care through discussions and evaluation with their mentors and instructors.

show abstract

“…Tutor should focus on their research ability, use their own rich resources to create a good scientific environment for nursing postgraduates, and give some guidances on project declaration, implementation and thesis writing [16]. Then, teaching and guiding ability was important, its mean scores was 4.95, and coefficient of variation was 0.04. it was stressed by nursing educators in foreign countries [17]. In deed, teaching and guiding were tutors' duty.…”

Section: Disscussionmentioning

confidence: 99%

Development of Competency Indexes to Assess Nursing Postgraduate’s Tutor

2018

View full text Add to dashboard Cite

The aim of this study was to develop competency indexes assessing nursing postgraduate's tutor in China. Based on Iceberg competency theory, a Delphi survey was carried out. 30 nursing experts in 16 provinces of China were invited to rate the importance of indexes and give some comments on the content. There were 22 experts taking part in two rounds Delphi study. A Kendall's W test also demonstrated experts were well coordinated. During the first round, overall mean scores were high, except for 1 tertiary index. We also added and moved some indexes building on the experts' suggestions. After two rounds, we developed competency indexes appropriate to assess tutots' competencies, consisting of 5 preliminary indexes, 13 secondary indexes and 68 tertiary indexes. The competency indexes were validated and scientific, it can be used to assess tutors in China.

show abstract

The Capabilities of Nurse Educators (CONE) questionnaire: Development and evaluation

Cited by 31 publications

References 16 publications

Competence areas of health science teachers – A systematic review of quantitative studies

Competence areas of health science teachers – A systematic review of quantitative studies

Addressing the psychosocial needs of patients: Challenges for nursing students

Development of Competency Indexes to Assess Nursing Postgraduate’s Tutor

Contact Info

Product

Resources

About