A1 Refereed original research article in a scientific journal
Norwegian nurse educators' self-rating of competencies : a nationwide cross-sectional web-survey
Authors: Gonzalez Marianne Thorsen, Bakken Linda Nilsen, Horntvedt May-Elin T., Hofoss Dag, Salminen Leena
Publisher: De Gryuter
Publication year: 2024
Journal: International Journal of Nursing Education Scholarship
Journal name in source: International journal of nursing education scholarship
Journal acronym: Int J Nurs Educ Scholarsh
Volume: 21
Issue: 1
ISSN: 1548-923X
eISSN: 1548-923X
DOI: https://doi.org/10.1515/ijnes-2023-0040
Web address : https://www.degruyter.com/document/doi/10.1515/ijnes-2023-0040/html
Self-archived copy’s web address: https://research.utu.fi/converis/portal/detail/Publication/387536481
Background
Nurse educators’ competencies play a crucial role in the educational quality of nurses.
Objective
This study aimed to investigate how Norwegian nurse educators self-rated their competence domains, and how these competencies were associated background variables.
Methods
The study was designed as a cross-sectional web-survey, and n=154 participated and filled out the Evaluation of Requirements of Nurse Teachers (ERNT) instrument. Educators’ mean working experience was 12.9 years (SD 9.2); 86.3 % were permanently employed and 76.8 % had formal supervision training.
Results
The nurse educators rated their competence as good on all competence domains and single competence items, and ERNT total mean score was 4.62 (SD 0.28), with relationship with the students rated highest and personality factors rated lowest. The ERNT total mean score was significantly related to academic degree.
Conclusions
Educational leaders in nursing education are recommended to establish a mentoring and supporting team for their educators.
Downloadable publication This is an electronic reprint of the original article. |  |
