Competence In Nursing Education Research Articles

The year long journey: Transforming the BSN-DNP curriculum

BackgroundRevising a doctor of nursing practice (DNP) curriculum for family nurse practitioner and psychiatric mental health nurse practitioner education with an eye on future changes in competencies required planning and consensus among taskforce members. Major priorities included: the need to embed competency- based education (CBE), the National Taskforce Criteria for Nurse Practitioner (6th ed.) education, and the Essentials: Core competencies for professional nursing education (American Association of Colleges of Nursing (AACN) Essentials, 2021). FindingsChallenges began with faculty knowledge of CBE, NP faculty skills in curriculum building, buying in to the revised degree, and reviewing all current literature on the DNP NP knowledge, skills and attitudes needed for current practice. The year long journey yielded a comprehensive curriculum model to share as well as several lessons learned and recommendations for this journey. ConclusionThe process resulted in a curriculum revision that thus far, is better suited to development of the “work-ready” graduate while still supporting individualized student needs in attending a doctoral-level program. Ongoing work is focused on specific “pillars” of program support including clinical preceptor placement and partnerships, preceptor resources, student retention resources, and exploration of competency-based tracking data management.Considering the impact on faculty workload, program leadership should actively assess levels of curricular expertise of faculty involved to determine additional development or training needs for individual professional growth.

An Instrument to Assess the Digital Competence of Nurse Educators.

The Educators and Educator Candidates' Competence in Digital Pedagogy instrument needed to be tested before using it in nursing education. This study describes the further testing of this instrument to measure nurse educators' digital competence. The study is reported according to the 7 steps of the MEASURE Approach. Psychometric testing was conducted with a sample of 111 Finnish nurse educators from 9 universities of applied sciences. The study was conducted during the years 2020 and 2023. The exploratory factor analysis results explained 56% of the variance with 3 factors, including 20 items. The factors were labeled to describe the nurse educators' digital competence: implementing appropriate independent and community learning, acting safely and responsibly, and guiding learning based on the evidence. Cronbach α and McDonald ω coefficients showed good reliability. The instrument can be used to assess digital competence and identify the development needs to facilitate educators' continuous professional development.

Reflective Clinical Judgment Questions to Educate the Next Generation of Nurses.

The complexity of health care requires entry-level nurses to have competent clinical judgment skills. In response, a nursing program created Reflective Clinical Judgment Questions (RCJQ) to guide students in the development of clinical judgment. The RCJQ incorporates the Clinical Judgment Measurement Model, the National Council of State Boards of Nursing's action questions, and the American Association of Colleges of Nursing's core competencies for professional nursing education. The RCJQ includes cognitive process questions and self-reflection questions aligned to the prelicensure subcompetencies to direct student thinking and build a routine for clinical decision making. The RCJQ provides faculty with a framework to teach clinical judgment and incorporates self-reflective questions to guide decision making for safe and effective client care. The RCJQ streamlines the clinical judgment process and guides students to achieve essential outcomes in classroom, clinical, and simulation settings to prepare for clinical practice. [J Nurs Educ. 2024;63(3):182-185.].

Impact of Standardised Patient Simulation Training on Clinical Competence, Knowledge, and Attitudes in Mental Health Nursing Education

BACKGROUND: The limited practical placement opportunities in mental health care often induce uncertainty among nursing students. To ameliorate this, simulation training, especially with standardized patients (SPs), is employed to promote clinical competence, allowing students to navigate the complexities associated with mental health nursing, including stigma and stereotypes.
 
 OBJECTIVE: This systematic literature review primarily aims to explore and synthesise the studies in simulation education research conducted related to the effects of SPs on clinical competence, knowledge and attitudes of undergraduate pre-registration mental health nursing students.
 
 METHODS: following the systematic literature review approach, a comprehensive search was conducted across five electronic databases: MEDLINE, CINAHL, Embase, PsycINFO, and Scopus. The PICO model guided the identification of search terms. The Mixed Methods Appraisal Tool (MMAT) evaluated study quality.
 
 RESULTS: Ten studies were included, all examining the impact of SP simulations on undergraduate nursing students. Of these, five evaluated confidence and anxiety levels, while two assessed competence and satisfaction. Other aspects such as motivation, preparation, knowledge, communication skills, and critical thinking were examined individually. The collective results indicate SP simulation as a potentially efficacious strategy for enhancing competencies in graduate nursing education.
 
 CONCLUSION: Across all studies, SPs in simulation methods exerted a positive influence on mental health nursing education, bolstering students' preparation for clinical practice by reducing anxiety and fostering confidence, competence, knowledge, and communication skills. However, limitations including insufficient supervision, small sample sizes, homogenous samples, and absence of control groups were present in all studies. Future research should address these issues to fortify evidence supporting the use of SPs in mental health nursing education.
 
 RECOMMENDATIONS: Further robust, experimental research with larger sample sizes and validated assessment tools is needed to corroborate these findings and explore the effects of SP simulations on a wider array of learning outcomes.

Descriptive Analysis of Newly Hired Academic Nurse Educator Onboarding Practices.

Prelicensure nursing programs often hire clinical experts who are novice educators to teach integration of nursing clinical judgment within the context of patient care experiences. To describe practices of schools of nursing to onboard, orient, and mentor newly hired faculty. Faculty (n = 174) and leaders (n = 51) replied to an online survey. The majority (81.63%) of leaders hire novice nurse educators; 58.14% require a minimum bachelor of science in nursing degree; 54.72% have an orientation plan consisting of a mean of 13.86 hours, which was mostly asynchronous learning. Of the 77.08% of leaders with an onboarding plan, 84.13% assign a preceptor; 51.35% of them are compensated. Most schools of nursing hire experienced clinical nurses who are novice nurse educators, without organizational structures to support acquisition of teaching expertise. Academic institutions are called on to support clinical nurse educator professional development. Evidence is needed to design effective and fiscally pragmatic onboarding programs based on the certified nurse educator competencies.

A Scoping Review of Nurse Educator Competencies: Mind the Gap.

Unclear guidance continues faculty role preparation for promoting students' successful transition to practice. To examine nurse educator competencies and their role in students' transition to practice. This study utilized Arksey and O'Malley's methodological framework for conducting a scoping review. The review is reported using the Preferred Reporting Items for Systematic Reviews Extension for Scoping Reviews (PRISMA-ScR), including the PRISMA-ScR checklist. A comprehensive systematic search of MEDLINE, EMBASE, PsycINFO, ERIC, and CINAHL was performed for nurse educator competency. For the original search, no limitations were placed on dates. Two authors independently assessed eligibility via abstract review. The reference lists of the included studies were also examined. Eleven articles were included in the review dating from 1992 to 2021. Three themes in the literature were identified by the authors: (1) the need for appropriate mentorship, (2) lack of preparation of educators who transition directly from clinical practice, and (3) lack of use and/or vague operationalization of the National League for Nursing nurse educator competencies. Evidence regarding requisite competencies of nurse educators is limited. Further research on the competencies required for nurse educators to facilitate successful student transitions to practice is needed.

Processus collaboratif menant à un portrait de la formation infirmière initiale au Québec et perspectives de développement au regard de la sécurisation culturelle auprès des Premières Nations et des Inuit

INTRODUCTION. In recent years, several provincial and national reports have highlighted the need for more cultural safety education for health care professionals to ensure safe equitable care for Indigenous people. In the province of Quebec, the death of Joyce Echaquan has been a key lever for diverse health organizations and teaching institutions in order to take concrete actions against health inequities and systemic racism experienced by Indigenous people within the health care system. In response, the Order of Nurses of Quebec officially recognized the existence of systemic racism within the health care system and initiated actions to promote cultural safety and to engage against systemic racism within the nursing profession. Among the actions, the Order of Nurses of Quebec mandated a working group to address an advisory to evaluate if the entry-to-practice nursing education in Quebec was sufficient to provide culturally safe, relevant and equitable care to Indigenous individuals. We are the authors who carried out the collaborative process leading to the advisory. From this collaborative process, we believe that our approach, our findings and our reflections are relevant to share with those who are involved in nursing education in Quebec and Canada. OBJECTIVE. This discussion paper aim to describe the collaborative process leading to the advisory which was divided into four iterative stages : 1) a narrative literature review, 2) a short online survey, 3) discussions sessions, and 4) consultations. It also aim to discuss the main findings and reflections regarding the cultural safety competencies in initial nursing education in Quebec. DISCUSSION AND REFLECTIONS. We believe that our collaborative process was a strength of the main findings and reflections that are described in this discussion paper. The results of the survey showed that Indigenous cultural safety content and time allocation was insufficient and varied greatly between teaching institutions in Quebec. No institutions offered electives or specific courses on Indigenous cultural safety; however cultural safety was addressed in a cross-cutting manner by the majority of institutions. As for the narrative literature review and the discussions sessions, numerous strategies are outlined to guide educators in further developing the Indigenous cultural safety content in their nursing programs. These strategies highlight the need to work with Indigenous communities to decolonize and indigenize the nursing profession and education and the need to focus on faculty development including, hiring Indigenous nurses. CONCLUSION. Within our collaborative process, we consider that we have succeeded in bridging together reflections to support teachers and professors in Quebec and Canada to develop and integrate Indigenous cultural safety content in nursing programs. We also agree that is necessary for all Canadian provinces to initiate a reflection about Indigenous cultural safety in entry-to-practice nursing programs in order to ensure culturally safe, relevant and equitable care to Indigenous individuals.

Incorporating climate change into Doctor of Nursing Practice curricula.

Climate change is a global crisis with major impacts on planetary health and quality of life. Nurses are well positioned to recognize the major health consequences of climate change on health. Therefore, highlighting nurses' active engagement in mitigating climate change impact and resilience efforts is essential. However, there is little evidence of climate change content in nursing curricula. Climate change/planetary health content could be integrated into existing Doctor of Nursing Practice programs so that graduates, as influential leaders, are equipped to meet the challenges ahead. The domains, competencies and sub-competencies outlined in the Essentials: Core competencies for professional nursing education (American Association of Colleges of Nursing (AACN), 2021) are proposed as a curricular scaffold to integrate climate change content in DNP curricula. Climate change content matched to the AACN domains and competencies could be included in many existing DNP courses. Climate change would become a consistent concept throughout all DNP curricular programs rather than a specified course addressing climate change. The curricular structure presented would provide a foundation for enhancing DNP students' knowledge, attitudes and skills related to climate change. These students and future graduates would be well prepared to introduce changes in practices and policies at the local, national, and global levels.

What do psychiatric nurse practitioners need to know about trauma?

The purpose of this article is to describe Trauma and Resilience Competencies for Psychiatric Nurse Practitioners and to propose a trauma and resilience informed framework for nursing practice. Trauma and Resilience Competencies for Nursing Education have been developed and validated, yet to date, these have not been widely disseminated. It is essential that all nurses have competency in trauma and resilience to provide care for their patients as well as for their own well-being. The Psychiatric Nurse Practitioner who practices from a trauma-informed framework ensures the delivery of safe, quality care for all patients.

The Development of Trauma and Resilience Competencies for Nursing Education.

BACKGROUND: Trauma and its consequences have been identified as a high-priority public health risk. A growing body of research reveals the devastating long-term consequences from common and widespread adverse events across the life span. In addition, recent research links medical procedures and medical illnesses with posttraumatic stress disorder. Nurses too are at risk and suffer vicarious trauma. Nurses must be able to recognize and assess for early trauma symptoms and assist in enhancing resilience in order to prevent and care for those with trauma. However, there is a lack of trauma-informed and trauma-specific training in nursing education. Given the ubiquity of traumatic events, the pervasive physical and emotional sequelae of trauma, and the existence of evidence-based treatment for trauma; there is a critical need to develop core competencies for nursing education and practice. AIM: The purpose of this study was to develop and validate Trauma and Resilience Competencies for Nursing Education. METHOD: An expert panel of 16 nurses met in 2018 to develop Trauma and Resilience Competencies for undergraduate and graduate nursing programs, and for psychiatric mental health nurse practitioner education. Following the Expert Panel's work and approval from the institutional review board, a modified e-Delphi survey was sent to experts in trauma and resilience to validate this work. RESULTS: The competencies were validated and edited to 88 competencies through two rounds of a Delphi survey. CONCLUSIONS: Implications for education, practice, and research are discussed. The Trauma and Resilience Competencies for Nursing Education will be disseminated widely through publications and are available online.

Analysis of Nurse's Clinical Education Performance based on Work Theory and The Indicator of Competence

Introduction: Clinical Learning is a process of transformation of the student to become a professional nurse. Clinical Nurse Educator contributes to improve the quality of clinical learning because of variety of roles ranging from planning, implementing and evaluating learning clinical practice. Improving the quality of clinical practice learning, can be reached by improving the performance of Clinical Nurse Educator. The aim of this study was to know the effect of psychological variables and organizational variables to the competence and performance of Clinical Nurse Educators. Sample was Clinical Nurse Educators who work inpatient wards at Kediri Baptist Hospital inpatient wards. Method: This study was conducted in two stages. Phase I measure the competence and performance of Clinical Nurse Educator by Supervisor and students, as well as psychological variables and organizational variables by using questionnaires. Phase II was done by Focused Group Discussion to discuss about the variables that affect Clinical Nurse Educator performance. Data processed using Partial Least Square with α = 0.05, path coefficient = 0.5 and t table = 1.96. Result: The results of this research is showed that Performance Nurse Educator can be improved by increasing Individual Competence with path coefficient= 0.600 and t = 6.741. The individual competence will be increase by improving pscychological aspect nurse educator such as perception, personal aspect, motivation, learning skill and attitude with path coefficient = 0.518 and t = 2.715. Psycological Aspect can be increasing by improving Organization Variable such as Organization Resource, Salary, Organization Structure and Job Description with path coefficient = 0.825 and t = 19.658. Discussion: The conclusion of this result that increase of nurse educator competence and performance can be effort by improving psycological aspect and organizational variableKeywords: competence, performance, clinical nurse educator

Certification for Nurse Educators: A Mark of Excellence Celebrating 10 Years.

Throughout my time as president of the National League for Nursing and before, I spoke and wrote about the importance of excellence in nursing education. Excellence means not settling for the status quo. It always involves striving to be the best one can be. One respected illustration of excellence for nurse is the designation certified nurse educator (CNE[R]). Nurse educators who proudly include CNE in their credentials are recognized for their dedication to and investment in nursing education and nursing, and for their professional accomplishments and commitment to attaining the nurse educator competencies. In 2005, the NLN published Transforming Nursing Education, which recommends that faculty identify themselves as advanced practice nurses since teaching is an advanced practice that requires specialized knowledge and advanced education and since certification now exists as a way to recognize expertise in the role (www.nln.org/about/ position-statements/archived-position-statements, italics added). The Certified Nurse Educator Program, now 10 years old, first received national accreditation in 2009 from the National Commission for Certifying Agencies, renewed in 2014. The mission of the NLN's Nurse Educator Certification Program is to promote excellence in the advanced specialty of the academic nurse educator. The goals are to acknowledge the certified nurse educator as an advanced specialty role; recognize the role's knowledge, skills, and abilities required to demonstrate excellence; reinforce the nurse educator competencies; and promote lifelong learning through professional development. As of May 31, 2015, we have 4,887 individuals who have earned the CNE designation. What an accomplishment! Eligibility requirements for taking the CNE exam have evolved over time and are based on the results of multiple CNE practice analyses. A practice analysis assesses activities undertaken when implementing roles and responsibilities required for a particular professional role. Presently, there are two options whereby an individual can sit for the certification exam. The individual must hold an active RN license and have either: a) a master's, post-master's, or doctoral degree with emphasis in nursing education or graduate-level education courses (nine hours) or b) a master's or doctoral degree in nursing, other than nursing education, and two years of experience in an academic nursing program within the last five years. …

Socialization of Omani Novice Nurse Educators: a Qualitative Approach to Assess the Preparedness of Novice Nurse Educators to Assume the Role of Faculty

This study provides an overview of the awareness of nurse educator competencies by Omani novice nurse educators’ perspective as well as their preparedness to assume the role of the faculty. A qualitative design with focus group interview method was conducted which subsequently emphasizes the needs and challenges faced by the Omani novice educators collectively. Analysis of the data yielded 4 themes: a) competency awareness b) novice nurse educator's needs c) preparedness for the nurse educator role 4) challenges to assume nurse educator's role.

The Dancing Nurses and the Language of the Body: Training Somatic Awareness, Bodily Communication, and Embodied Professional Competence in Nurse Education.

At first glance, dance and movement may appear foreign to the idea of nurse education. On closer inspection, it could be high time. The flow of words may stop, but the body is always in movement--always communicating. Still, the language of the body, and certainly movement, is an often overlooked potential in education. This is also true for nurse education: in spite of the often bodily close meetings with vulnerable and crisis-stricken patients. These meetings make great demands on the nurse to both contain own feelings and be able to "read" and understand patients' often only sense-based communication. This dimension of the nursing profession can be overwhelming, touching, and shocking for young nursing students. This research project examines, whether a course composed of theory, dance and movement lessons, and increased focus on the bodily communication between students and patients may be developmental for the nursing students' beginning embodied professionality. Results from the project have innovative educational potentials. They also give concrete indications of how nursing educations can develop new holistic anchored embodied training in a very accessible, as well as essential, ancient, and unavoidably present part of the nursing profession.

액션러닝 기반의 다문화 간호교육이 문화적 역량 증진에 미치는 효과

이 연구의 목적은 액션러닝 기반의 다문화 간호교육이 문화적 역량 증진에 미치는 효과를 알아보고자 한 것이다. 연구대상은 4년제 간호학과 학생 118명으로 다문화 간호를 수강하는 학생이었다. 이 중에서 액션러닝 기반 수업 집단은 61명이었고 전통적 강의 기반 수업집단은 57명이었다. 다문화 간호수업은 2시간씩 13회 실시하였고 1회와 13회 수업에서는 학생들의 문화적 역량을 측정하였다. 자료처리는 SPSS 21.0 프로그램을 활용하여 집단 내 사전 사후 비교는 대응표본 t검증, 집단 간 사후비교는 일원공변량분석을 실시하였다. 연구결과는 다음과 같다. 먼저, 다문화 간호교육의 전통적 강의 기반 수업 방법과 액션러닝 기반의 수업방법에서 모두 문화적 역량이 증진되었다. 문화적 역량의 하위 요인 즉, 문화지식, 문화인식과 문화수용성 모두 유의미하게 향상되었다. 둘째, 다문화 간호교육에서 액션러닝 기반 수업과 전통적 강의 기반 수업은 문화적 역량의 하위요소인 문화적 지식과 문화적 인식에는 유의미한 차이가 없었다. 그러나 액션러닝 기반 수업이 전통적 강의 기반 수업에 비하여 문화적 수용성은 유의미하게 높았다. 이는 다문화 간호교육이 문화적 역량 증진에 효과적이며, 특히 수업방법에 있어서 전통적 강의 기반 수업보다 액션러닝 기반의 수업이 문화적 수용성 증진에 매우 긍정적인 영향을 미친다고 할 수 있다. 따라서 다문화 간호교육에 있어서 학습자 중심의 능동적인 참여 전략을 사용하는 액션러닝 기반의 수업방법이 간호 대학생의 문화적 역량 증진에 매우 효과적인 수업방법임을 시사한다. 본 연구결과를 토대로 추후 간호대학생의 문화적 역량 증진을 위하여 과제 유형에 따른 액션러닝 기반 수업 설계, 간호행위로의 수행 그리고 액션러닝 기반 수업 성과에 대한 타당성 확보를 위한 반복연구를 제안한다. This research aims is to confirm the effects of cultural competence of an action learning based teaching method in multicultural nursing education. Cultural competence was composed of cultural knowledge, cultural awareness and cultural acceptance. A total of 118 college students were enrolled in this study. Both before and after learning, the students were guided to fill out a questionnaire regarding culture competence. The students from each group studied multicultural nursing by different teaching types: the Traditional Lecture-based Teaching method (TLT) and Action Learning based Teaching method (ALT). Data analysis was carried out by SPSS 21.0. A pre-post comparison within the group was performed using a paired t-test and the comparison between groups was performed using ANCOVA. The results showed that there was a significant difference in the culture competence in both teaching methods. In addition, ALT showed higher cultural acceptance results than TLT; however, there was no difference in cultural knowledge and cultural awareness between the two groups Therefore, ALT should be considered as a teaching method to enhance cultural competence in multicultural nursing education for Nursing students. Further studies on instructional design according to the task types, nursing performance, and the validity of ALT will be needed.

Novice Nurse Educator Entry-Level Competency to Teach: A National Study

Expert nurse clinicians who are transitioning into academic positions after successful clinical careers often find they are unprepared to assume their new educator roles. Although nursing clinical expertise may be a necessary expectation, this knowledge is not sufficient to assume a nurse educator position. The purpose of this study was to identify essential entry-level nurse educator competencies, as reported by nurse administrators of accredited prelicensure nursing programs in the United States. Responses were categorized according to the type of academic institution housing the prelicensure nursing program and type of entry-level nurse educator position. A total of 374 program administrators representing 48 states participated, for a 44% response rate. The results indicate that administrators expect entry-level nurse educators to acquire teaching competencies prior to obtaining an entry-level position. Expected proficiency levels of competencies differed based on the position type and the academic setting.

Cultural Competency in Baccalaureate US Nursing Education

The ability to appropriately care for diverse populations is an expected competency of the graduated Bachelor of Science in Nursing (BSN). To provide effective materials to ensure this competency is met, the American Association of Colleges of Nursing developed the Toolkit of Resources for Cultural Competent Education for Baccalaureate Nurses. The toolkit provides information on cultural competency models and teaching strategies nurse educators can use to facilitate student learning in cultural sensitivity and competency. This article demonstrates how one model in particular, Campinha-Bacote's Model of Cultural Competence, was utilized for 15 weeks in an undergraduate BSN nursing course for a student population in an urban school of nursing to effectively provide students with the skill set needed to give culturally competent care. This article will provide the methods and strategies used to teach cultural competency as based on Campinha-Bactote's Model in an undergraduate nursing course.

Gather ye Rosebuds While ye May

Knowledge of nursing history is a stated competency in professional nursing education. The authors describe one college of nursing's oral history project designed to build a historical archive and document the career paths of our retired faculty. Practical details about the project and insights of participating students and faculty are shared. The stories of these expert nurses are living testimony to the exciting progress of our profession and nursing education over the last 60 years.

AN INITIAL INVESTIGATIONof theApplicabilityof theDreyfus Skill Acquisition Modelto theProfessional DevelopmentofNurse Educators

This investigation represents an attempt to design and validate a skill acquisition model for the nurse educator role. The preparation and role development of nurse educators has become a significant focus for the profession.The NLN Nurse Educator Competencies and skill acquisition theory provide a basis for studying skill acquisition among nurse educators. A total of 339 nurse educators from North Carolina and West Virginia were surveyed using an instrument designed to assess skill among nurse educators. The survey discriminated among five levels of skill (novice, advanced beginner, competent, proficient, and expert). Participants reported a proficient level of total skill acquisition and a proficient level for each of the eight NLN Nurse Educator Competencies. Internal consistency for the survey tool was high at .977. Results of this study add to the body of knowledge of skill acquisition, role development, and transition.The study provides a unique method to study skill acquisition.

Care Competence in Nursing Education

We present this commentary to discuss the main European initiatives and issues regarding education for health professionals, specifi cally nurses, both to stimulate international debate and to learn more about what is happening in this fi eld in other continents. (Published: 26 April 2012) Keywords: nursing education , competence , critical thinking , competence-based education DOI: 10.3109/21614083.2012.677711