A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä
Nurse educator competence: A study of Norwegian nurse educators' opinions of the importance and application of different nurse educator competence domains
Tekijät: Johnsen KO, Aasgaard HS, Wahl AK, Salminen L
Kustantaja: SLACK INC
Julkaisuvuosi: 2002
Lehti:: Journal of Nursing Education
Tietokannassa oleva lehden nimi: JOURNAL OF NURSING EDUCATION
Lehden akronyymi: J NURS EDUC
Vuosikerta: 41
Numero: 7
Aloitussivu: 295
Lopetussivu: 301
Sivujen määrä: 7
ISSN: 0148-4834
Tiivistelmä
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.
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.
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