This article presents results from a study focusing on Norwegian nurse educators' opinions of the importance and application of different nurse educator competence domains. The sample consisted of all nurse educators in Norway (N = 828). The Ideal Nursing Teacher Questionnaire was used to assess nurse educator competence. The questionnaire was returned by 348 nurse educators, yielding a response rate of 42%. Results show both teacher competence and nursing competence were rated more important than evaluation skills, personality factors, and relationship with students. Correlation analyses (Pearson's r) between the ratings of how important the educator assessed the statement of a good teacher and whether the statement was applied in practice showed in general few and weak relationships. Multivariate classification analyses (ANCOVA), controlling for age, showed teachers who have more than 10 years experience in education report the relationship with student domain as more important than those with shorter careers in education. Determination of the relative importance and application of different competency domains in nursing education has implications for graduate level nursing curriculum development, as well as for professional development activities for nurse educators.
Objectives Information on nurse educator education is scarce. The present study thus aims to provide an overview of the requirements for and standards of nurse educator education in six European countries in order to enable further reflection and promote discourse on the topic. Methods: A descriptive international cross-sectional comparative study was conducted across six European countries. Data were collected via an online questionnaire completed by experts in nurse educator education or in organisations with specialist knowledge about nurse educator preparation (n = 11). The data were analysed, compared, and condensed. Results The participating countries differ in terms of their educational requirements and the working environments they provide for nurse educators. Formal nurse educator education is available in three of the six countries. Furthermore, in the countries with formal education for nurse educators, differences exist in terms of the regulation and implementation of the education. The educational requirements of nurse educators in higher education are mostly not specific to nursing and are instead general requirements for professional (tertiary) or higher education. Conclusions The analysis reveals heterogeneous regulations, standards, and pathways in the education of nurse educators in the six different counties included in the study. Despite some formal and content-related similarities, no uniform picture of the educational requirements, programmes, or standards was identified. The results of this international comparative research confirm the need for further research that examines whether the education of nurse educators meets the global need both for skilled nurses and for more Europe-wide collaboration in nurse educator education.
In the future, healthcare teachers will need to have evidencebased teaching strategies. Moreover, three-dimensional technology is a promising element to support teaching. This mixed methods study aimed to describe the self-reported insight of healthcare teachers in relation to their knowledge of the utilization of technology, in general, and, more specifically, three-dimensional technology, in their healthcare teaching. The Technological Pedagogical Content Knowledge framework served as the theoretical base for this study. A survey (n = 55) and interviews (n = 17) were carried out on Finnish healthcare teachers at vocational institutes. The analysis was guided by the TPACK-deep scale. Teachers found three-dimensional technology to be a positive addition to their teaching and use of three-dimensional technology was also quite incidental, focusing on threedimensional images and three-dimensional environments rather than three-dimensional printing or three-dimensional holograms. Additionally, different themes emphasizing the elements teachers should focus on when implementing three-dimensional technology in their teaching emerged. An example of these was time usage. This study found that, despite there being several elements that teachers should prepare for and implement before utilizing three-dimensional technology, teachers should see three-dimensional technology as a promising technology for use in healthcare education.
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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