The Examination of Skill Acquisition of U.S. Nurse Educator Competencies of Novice Nurse Faculty

Purpose:

The purpose of the study is to examine skill acquisition of nurse educator competencies of novice nurse faculty there is little known about the skills and knowledge acquisition of nurses in the educator role (Ramsburg and Childress, 2012). Qualitative research and anecdotes findings show that novice nurse educators are not educational prepared for the role (Davis, et al, 1992; Dattilo et al, 2009; McDonald et al, 2012). The American Association of Colleges in Nursing (AACN) report that there is a current nurse faculty shortage with a national vacancy rate of 8.3% and predicted to be a crisis in 2025 (AACN, 2014). The average age of doctorally prepared faculty is 53.5 years and the average age of retirement is 62.5 years would further contribute to the crisis.

Questions guiding the research:

• What are the novice nurse faculty skill acquisition competencies in prelicensure nursing programs?
• What factors contributed to novice faculty skill acquisition of nurse educator competencies?

Methods:

A descriptive cross sectional design explored the skill acquisition of nurse faculty in seven states the north east United States in 2013. A variety of types of nursing program included associate degree, diplomas in nursing programs, baccalaureate, masters and doctoral programs. 1366 survey were sent via Survey Monkey to nurse faculty email addresses from June 1 to July 31, 2013. 276 questionnaires were returned (response rate 20%).  The convenience sample of nurse educators completed a demographic survey and the Ramburg (2010) Nursing Education Skill Acquisition Tool which measured the nurse faculty competencies (NLN, 2005).   This tool included two sections. Part A multiple choice questions on the eight competencies 1) Facilitate learning, 2) Facilitate learner development and socialization, 3) Use assessment and evaluation strategies, 4) Participate in curriculum design and evaluation of program outcomes, 5) Function as a change agent and leaders, 6) Purse continuous quality improvement in the nurse educator role, 7) Engage in scholarship and 8) Function within the educational environment. Part B included vignettes of faculty teaching which demonstrated competence in each of the eight competencies.   Results of the 276 questionnaires found that 97% were female, 44% had doctoral degrees, 21% of the faculty taught 3 years and less (novice faculty) and 18% had taken the Certified Nurses Educator Examinations (CNE).

Results: 

Findings showed that nurse faculty with more than 4 years of teaching significantly (p< .05)  had higher scores on the skill acquisition tool on the nurse educator competencies #1-6 than nurse faculty with less than 4 years of experience (novice faculty).   Other statistically significant findings showed that nurse faculty who had more teaching experience, were more educated, older and had received the NLN Certified Nurse Educator certification achieved higher nurse educator competencies. 

Conclusion:

Limitations to this study included that this was a descriptive study with a convenience sample of nurse educator and caution against generalizability.  Recommendations from the findings suggest that nurse novice faculty need mentoring from experienced nurse faculty, and ongoing faculty development. It is further encouraged that faculty prepare and take the NLN Certified Nurse Educator examination