Have a Question?
Ask the Graduate
College at our new
Doctoral Dissertation Announcement
Candidate: Julie Kinney Higbie
Doctor of Philosophy
Department: Educational Leadership, Research, and Technology
Title: Perceived Levels of Nurse Educators’ Attainment of NLN Core Competencies
Dr. Andrea Beach, Chair
Dr. Louann Bierlein-Palmer
Dr. Kathleen Thompson
Date: Wednesday, June 30, 2010, 9:00 a.m. to 11:00 a.m.
3208 Sangren Hall
Nurse educators need to be well-prepared with essential competencies to prepare nurses for their future in health care. Nurses, who are recruited to teach, must meet at least minimal competencies and be provided appropriate resources to assume their roles in academia. The recently published National League for Nursing (NLN) Core Competencies for Nurse Educators (2005) identifies the skills, knowledge and attitudes necessary for both novice and experienced faculty.
This research study explores faculty’s perceived attainment of these competencies utilizing Benner’s Novice to Expert theory as a framework. It examines several areas of interest related to nurse educator competency, years of teaching experience; years of nursing experience; college and program type; levels of education; and rank. It also examines formal college coursework and professional development faculty utilized in developing their competency. Three research questions guide this study. They are: 1) At what level did nursing faculty rate their competency for each of the National League for Nursing Core Competencies and task statements based on Benner’s Novice to Expert theory?; 2) To what extent and in what ways was there a relationship between nurse educators’ perceived attainment of the NLN Core Competencies and their levels of education and professional development?; and 3) To what extent and in what ways did demographic variables (type of program, years as an educator, college type, and years of nursing experience) influence a faculty member’s perceived level of competency?
This study utilized a non-experimental on-line survey to identify nurse educators’ perceived attainment of the eight NLN competencies and task statements. Responses were received from 288 nurse educators in the 11 Midwest states, representing faculty with various degrees and ranks, from all college and program types. The results of this study verify the importance of formal education, professional development and years of experience in competency attainment. Nurse educators, especially those who have completed national certification, play a key role in preparing future generations of nursing students for successful nursing careers. Utilizing the NLN Core Competencies as a template for providing orientation, identifying necessary continuing education, and tracking professional development, might well encourage faculty towards mastery of these competencies.