Text-based Document. The Examination of Skill Acquisition of U.S. Nurse Educator Competencies of Novice Nurse Faculty. Downloaded 3-May :40:46

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1 The Henderson Repository is a free resource of the Honor Society of Nursing, Sigma Theta Tau International. It is dedicated to the dissemination of nursing research, researchrelated, and evidence-based nursing materials. Take credit for all your work, not just books and journal articles. To learn more, visit Item type Format Title Authors Presentation Text-based Document The Examination of Skill Acquisition of U.S. Nurse Educator Competencies of Novice Nurse Faculty Louie, Kem Downloaded 3-May :40:46 Link to item

2 THE EXAMINATION OF SKILL ACQUISITION OF U.S. NURSE EDUCATOR COMPETENCIES OF NOVICE NURSE FACULTY KEM LOUIE, PHD., APN, CNE, FAAN PROFESSOR DEPARTMENT OF NURSING WILLIAM PATERSON UNIVERSITY WAYNE, NEW JERSEY The Sigma Theta Tau International's 26th International Nursing Research Congress July 23, 2015 San Juan, Puerto Rico

3 PURPOSE Examine skill acquisition of novice nurse educators and experienced nurse educators. There is little known about the skills and knowledge acquisition of nurses in the educator role (Ramsburg and Childress, 2012) RESEARCH QUESTION: 1. What are the novice nurse faculty skill acquisition competencies in prelicensure nursing programs? 2. What factors contribute to novice faculty skill acquisition of nurse educator competencies?

4 BACKGROUND -There is a current nurse faculty shortage national vacancy rate of 8.3 % and predicted to be a crisis in 2025 (AACN, 2014) -Thousands of qualified nursing students are turned away from nursing programs due to lack of nurse faculty (AACN, 2014) -Qualitative research and anecdotes shows that novice nurse educators are not educational prepared for the role (Davis, et al, 1992; Dattilo et al, 2009;McDonald et al, 2010; -There is a paucity of quantitative research about the skills and knowledge acquisition of nurses in the educator role (Ramsburg & Childress, 2012)

5 NURSE EDUCATOR COMPETENCIES Competency 1 Facilitate Learning Competency 2 Facilitate Learner Development and Socialization Competency 3 Use Assessment and Evaluation Strategies Competency 4 Participate in Curriculum Design and Evaluation of Program Outcomes Competency 5 - Function as a Change Agent and Leader Competency 6 - Pursue Continuous Quality Improvement in the Nurse Educator Role Competency 7 Engage in Scholarship Competency 8 Function within the Educational Environment National League of Nursing (NLN). (2005) Core competencies of nurse educators. Retrieved from

6 METHOD Design Descriptive cross section study of nurse faculty in seven states in northeast US. A variety of types of nursing programs included associate degree, diplomas in nursing, baccalaureate, masters and doctoral program surveys were sent via Survey Monkey to nursing faculty addresses from June 1, 2013-July 31, questionnaires were returned Response rate is 20%. Instrument A demographic survey and the Ramsburg (2012) Nursing Education Skill Acquisition Tool which measured the eight National League for Nursing (NLN) Nurse Educator competencies (2012).

7 METHOD (CONTINUED) SKILL ACQUISITION TOOL (RAMSBURG, 2012 Part I 40 item questionnaire with five statements addressing each of the nurse competencies (e.g. Items #1-5 addressed competency #1, items # 6-10 addressed competency #2, etc. ) Each statement was rated on a five point Likert type scale from '1' indicated- low confidence, '2' -moderate confidence, '3 - confidence, '4 - moderately high confidence to '5 - high confidence in accomplishing the nurse educator activities or tasks. Part II Eight vignettes reflecting each of the 8 NLN nurse educator competencies. Each vignettes had five possible choices and each of the choice reflected each of the of the stages of skills from novice to expert levels. Scores were obtained from the competency questions/statements and the vignettes. The total score of both sections indicated the level of the respondent s competency of each of the eight nurse educator competency domains.

8 NURSE EDUCATION SKILL ACQUISITION TOOL- EXAMPLES Competency #1- FACILIATE LEARNING Item #2- Conduct class/clinical experiences that effectively impart nursing knowledge. Competency #2- FACILITATE LEARNER DEVELOPMENT/SOCIALIZ. Item #9- Alter teaching style to accommodate learning styles. Competency #3- USE ASSESSMENT AND EVALUATION STRATEGIES Item #15- Design new assessment/evaluation strategies Competency #4-PARTICIPATE IN CURRICULUM DESIGN AND EVALU. Item #18- Participate in program evaluation Competency #5-FUNCTION AS A CHANGE AGENT AND LEADER Item #24- Function as a leader in your parent institution Competency #6 PURSUE CONTINUOUS QUALITY IMPROVEMENT.. Item #26- Participate in professional development activities to meet personal goals Competency #7 ENGAGE IN SCHOLARSHIP Item# 33- Participate as a team member in scholarly activities Competency #8 FUNCTION WITHIN THE EDUCATIONAL ENVIRONMT Item #40- Advocate for nursing in the political area

9 NURSE EDUCATION SKILL ACQUISITION TOOL PART 2-VIGNETTE EXAMPLE Please choose the response that you would do if you were in the situation described. A. The director/dean has initiated a new policy at your school. The policy state that traditional teaching strategies (lecture) are outdated and minimally effective. Innovative teaching strategies that make use of technology, gaming, problem-base learning, etc will be the only strategies use to facilitate learning. How will you proceed? 1. You consult peers, mentors, textbooks, and are unsure about how to proceed. 2. Feeling overwhelmed, you consult textbooks for guidelines or instruction for innovative teaching strategies. 3. Since you already make use of several innovative teaching strategies, you consult with a mentor or more experience faculty member to further refine your present teaching strategies. 4. Nothing, you have already replaced traditional lectures with innovative strategies. 5. Since you rarely use traditional teaching strategies, you spend you time assisting/mentoring peers and demonstrating innovate strategies.

10 SUMMARY- NURSE FACULTY DEMOGRAPHICS N=276 Gender: Males =7, females=269 Ages: = 9; = 24; = 172 ; > 60 years =70 Highest level of education: BSN- 4; MSN- 126 ; Post masters-23; Doctorate-121 Employment: AAS- 84; Diploma-3; BSN ; MSN 84; Doctoral-36 Years teaching: One year-21, two years-19, three years-18; 4 years-16; 5-8 years-55; 9-12 years-41; > 13 years- 96 Have your taken the Certified Nurse Educator Exam (CNE)? Yes= 42; No= 232

11 SUMMARY- NOVICE NURSE FACULTY DEMOGRAPHICS N=58 Gender: Males =2, females=56 Ages: < 25 = 2; = 7; = 18; = 20 ; > 60 years =11 Highest level of education: BSN- 3; MSN- 33 ; Post masters-2; Doctorate-19 Years teaching: One year-21, two years-19, three years-18; Have your taken the Certified Nurse Educator Exam (CNE)? Yes= 3; No= 54

12 SUMMARY FINDINGS There a significant difference: 1. between novice nurse faculty and nurse faculty teaching more than 4 years in nurse educator competencies #1- #8 (P<.05) 2. in the number of years of teaching and nurse educator competencies The findings show the more years of as a nurse faculty the more attainment of the nurse educator competencies ( P<.000) 3. in nurse faculty educational levels of and attainment of nurse educator competencies. Nurse educators with doctoral degrees have greater nurse educator competencies (P<.000) 4. in nurse faculty s age and attainment of nurse educator competences. Older nurse educators have greater nurse educator competencies (P<.000) 5. in nurse educators passing NLN Certified Nurse Educator Exam and attainment of nurse educator competencies (P<.000)

13 CONCLUSION/IMPLICATIONS Mentoring, mentoring, mentoring Provide faculty development and courses to novice nurse faculty Encourage all nurse faculty to sit for the NLN Certified Nurse Educator (CNE) examination

14 REFERENCES American Association of Colleges in Nursing (AACN) Nursing Faculty Shortage. Washington DC. Retrieved from Dattilo, J. Brewer MK, & Streit, L. (2009). Voices of experience: Reflections of nurse educators. Journal of Continuing Education in Nursing, 40(8): Davis, DC., Dearman, C., Schwab, C & Kitchens, E. (1992). Competencies of novice nurse educators. Journal of Nursing Education, 31(4): McDonald, PJ. (2010). Transitioning from clinical practice to nursing faculty: Lessons learned. Journal of Nursing Education, 49(3): National League for Nursing. (2012). The scope of practice for academic nurse educators (Rev). New York, NY: author Ramsburg, L. & Childress, R. (2012). An initial investigation of the applicability of the Dreyfus skill acquisition model to the professional development of nurse educators, Nursing Education Perspectives, 33(5):