Core Competencies of Nurse Educator At Technical institutes of Nursing

Abstract

Background: Core Competencies are a valuable resource for nurse educators. The appropriate preparation of nurse educators is critical to the development of knowledge, skills, and attitudes of nurses. Aim: Study was aimed to assess core competencies of nurse educators at technical Institutes of nursing. Subjects and methods:-A descriptive cross sectional design was used in carrying 0ut the study on (40) nurse educators from Nursing Technical Institute affiliated to Ain Shams Specialized and University Hospitals, and (56) educators from Imbaba Technical Health Institute for Nursing, affiliated to Ministry of Health. A self-administered questionnaire was used to collect data. The fieldwork lasted from October to December 2016. Results:-the results revealed that their age ranged between 25 and 56 years, and 52.1% had a postgraduate degree. The highest core competencies were facilitating learning, while the lowest was participating in curriculum design and evaluation. Overall, 76.0% had high competencies. In total, 92.5% of nurse educators' in Ain-Shams institutions had high core competencies, compared with 64.3% in Imbaba institution (p˂0.001). Those who attended training courses had higher facilitator competency (p=0.047). in multivariate analysis, working in Imbaba institutes was the only significant independent negative predictor of the score of core competencies. Conclusion and Recommendations:-the nurse educators in the study setting have good core competencies, which are influenced by their age, qualification, attendance of training courses, and the workplace

Lecturers’ Teaching Competence and Nursing Students’ Engagement in the Use of On-Line Learning

“…The need for competent and appropriately trained lecturers has motivated all universities to reform their education systems (34) . Nursing is a practice profession that requires nurse lecturers to be competent in teaching to teach the nursing students and preparing them to meet the health care needs of our society (26) . The nurse lecturers must work further in developing themselves to improve the nursing students' engagement (35) .…”

“…This is agreed with Alabdullaziz et al (2011) (37) and Markova et al (2017) (38) who found that student perceived lecturers as well in their on-line teaching skills. Also, Mohamed et al (2018) (26) revealed that the overall nurse lecturers had high competencies. Abdel haleem et al (2018) (8) found that most of students were satisfied with their lecturers teaching competence.…”

“…Also, volitionally students do over what they are requisite to do, can be efficient in problem solving, and prefer to be tested by new things (25) . Emotion engagement, the emotion engaged students practice affective responses such as attention, pleasure, and a sense of belonging (26) . Participation engagement intellectualized as nursing students' dynamic participation in learning activities and academic learning tasks through positive behaviors of inquiring questions, creating exertion, paying attention to lectures, and presenting persistence when faced with difficulties (1,24) .…”