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Nurse educator competence in four European countries—A comparative cross‐sectional study

AIM: The aim of this article is to describe and compare the nurse educator competences in four European countries using three different evaluators: nurse educators (n = 329), heads of a nursing subject (n = 60) and student nurses (n = 1058). DESIGN: The study was conducted as a comparative cross‐sec...

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Detalles Bibliográficos
Autores principales: Elonen, Imane, Kajander‐Unkuri, Satu, Cassar, Maria, Wennberg‐Capellades, Laia, Kean, Susanne, Sollár, Tomáš, Saaranen, Terhi, Pasanen, Miko, Salminen, Leena
Formato: Online Artículo Texto
Lenguaje:English
Publicado: John Wiley and Sons Inc. 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10643825/
https://www.ncbi.nlm.nih.gov/pubmed/37853664
http://dx.doi.org/10.1002/nop2.2033
Descripción
Sumario:AIM: The aim of this article is to describe and compare the nurse educator competences in four European countries using three different evaluators: nurse educators (n = 329), heads of a nursing subject (n = 60) and student nurses (n = 1058). DESIGN: The study was conducted as a comparative cross‐sectional survey in Finland, Malta, Slovakia and Spain between May 2021 and February 2022. METHODS: The data were collected with an online survey. The instrument used was a 20‐item Tool for Evaluation of Requirements of Nurse Teachers, utilizing a 5‐point Likert‐type scale. The data were analysed statistically and reported according to STROBE guidelines. RESULTS: Nurse educators' competence evaluated positively in all the groups of evaluators, with a mean of >3.5. The self‐evaluation of nurse educators' competence was higher than the other evaluators' evaluations. Having a degree in nursing, having completed some pedagogical studies and longer work experience as a nurse educator had a positive association with higher self‐evaluated competence among nurse educators. CONCLUSIONS: Nurse educator competence is at a good level in the selected European countries, but further studies are required to find the reasons behind the differences in evaluations. PUBLIC CONTRIBUTION: Each participating educational institution named a contact person who distributed the surveys to the participants and returned the study's metadata to the researchers.