����脆XḴ ޿�S��������w7���}�!^V��W�r��/�W?T�zuxH{?���� ��ji��?`D_���F����FN�tؚ)W�L�x|�?�����/hoT���A���n�+���9 X�$}|�=�Ҕ`�1ID�$�& 7c. Reflections on the changing relevance of the academic profession in Japan, International Center for Higher Education Research, Assessing the content validity of the nursing faculty competencies self-assessment scale, Defining and assessing professional competence, Factors related to perceived barriers to conducting research and expected support from the Japan Academy of Nursing Science among young Japanese nursing researchers, A concept analysis of competence and its transition in nursing. They should be educators with multiple competencies that contribute to the cultivation of highly professional nurses (Jackson et al., 2011). Lean Library can solve it. Sharing links are not available for this article. For the literature review, the databases of PubMed, the Cumulative Index of Nursing and Allied Health Literature, and the Japan Medical Abstracts Society were searched using the terms “nurse,” “faculty,” “educator,” “education,” and “competency.” Inclusion criteria were studies published between 2007 and 2017, papers published in Japanese or English, and primary original empirical studies or literature reviews. Facilitate Learning. I have read and accept the terms and conditions. Statistical analysis and interpretation: All authors. If you have access to a journal via a society or association membership, please browse to your society journal, select an article to view, and follow the instructions in this box. All data were collected via the online survey system. In the face of a rapidly changing social environment and increasing demand for health care services, there is a global concern that academic nurse educators should have expert-level competencies and should improve the level of nursing education. The e-mail addresses that you supply to use this service will not be used for any other purpose without your consent. Other studies have suggested the following roles and competencies of academic nurse educators: teaching professional knowledge and skills, and providing an appropriate learning environment for supporting and enhancing learning among nursing students (McAllister & Flynn, 2016; Mikkonen et al., 2018; Töytäri et al., 2016). x��ko�8��� ��z��i�n�.]�t��|�%jb,�[�c�~����^Үw�2. The responses of those who have lower motivation and/or interest in education and study in nursing are not fully reflected in our results. What educators could do to facilitate students' use of a deep approach to learning: A multisite cross-sectional design. Professional ethical competency among academic nurse educators should be enhanced by participating in ongoing professional self-development, engaging in continued learning, or self-reflecting on their own ethical sensitivity (Mikkonen et al., 2019; WHO, 2016). Sign in here to access free tools such as favourites and alerts, or to access personal subscriptions, If you have access to journal content via a university, library or employer, sign in here, Research off-campus without worrying about access issues. Some society journals require you to create a personal profile, then activate your society account, You are adding the following journals to your email alerts, Did you struggle to get access to this article? x�b```�VF' ��1�0pL`cl``t�a@��00�e3�\����i�ol3Y̗��e{�5��:O�N����l�,�9�8��sY�Xb%�H�s�����"��6��K���i��T����%��tEC��ƙ�a�e�A�a�WoUnUMg�]23tN�뙞S�bD��q��j� ᬞS#����Ct�^��23\2�ی8�ƙ�ǁ This concept has been actively applied in human resource management, and has also been applied for decades in the training of registered nurses, the professional development of nurse managers, and the education of nursing students. The authors contacted the deans of 277 of 283 nursing universities that belonged to the Japan Association of Nursing Programs in Universities as of April 2019 to request their respective university’s participation in the survey. Academic nurse educators should clearly recognize what competencies they are expected to develop and a support system should be established to comprehensively cultivate these competencies. Accordingly, items related to the competency of academic nurse educators were selected and their importance and necessity were considered from the perspective of our definition of competency for academic nurse educators. Competency for academic nurse educators comprises five elements: “facilitating active learning,” “engaging in academic research activities,” “participating in university management,” “undertaking self-directed learning based on professional ethics,” and “practicing education autonomously.” These are essential for academic nurse educators to provide high-quality nursing education. Finally, we agreed on 55 competency items for inclusion in the questionnaire. In total, 372 participants completed the survey (response rate 4.03%), and after excluding incomplete data, the data of 367 participants were analyzed (valid response rate 3.97%). Academic nurse educators develop their abilities so that they can implement education flexibly, corresponding to continuous updating of their knowledge, skills, and technology related to the health sciences, changing social situations, working in a wide variety of care settings, or diversifying nursing students (Adelman-Mullally et al., 2013; Salminen et al., 2010). Manuscript content on this site is licensed under Creative Commons Licenses, https://creativecommons.org/licenses/by-nc/4.0/, https://us.sagepub.com/en-us/nam/open-access-at-sage, Ministry of Education, Culture, Sports, Science and Technology, 2017, Japan Association of Nursing Programs in Universities, 2011, Ministry of Health, Labour and Welfare, 2010, Japan Association of Nursing Programs in Universities, 2013, https://www.ants.org.au/ants/pluginfile.php/2208/mod_resource/content/10/ANTS revised PPS 8apr10b.pdf, http://www.oecd-ilibrary.org/education/pedagogical- knowledge-and-the-changing-nature-of-the-teaching-profession_9789264270695-en, https://doi.org/10.1016/j.ijnurstu.2019.103414, https://www.jans.or.jp/uploads/files/committee/2013sep_report.pdf, http://www.janpu.or.jp/wp/wp-content/uploads/2012/07/H23-FD-forHP.pdf, http://www.janpu.or.jp/wp/wp-content/uploads/2012/12/H24MEXT-project2.pdf, https://doi.org/10.1016/j.nedt.2019.104210, https://doi.org/10.1016/j.nedt.2019.104239, http://www.mext.go.jp/component/a_menu/education/detail/__icsFiles/afieldfile/2017/10/31/1217788_3.pdf, https://www.mhlw.go.jp/shingi/2010/02/dl/s0217-7b.pdf, http://www.nln.org/docs/default-source/about/nln-vision-series-% 28position-statements%29/nlnvision_6.pdf, http://www.scj.go.jp/ja/info/kohyo/pdf/kohyo-23-h170929-9.pdf, https://doi.org/10.1016/j.nedt.2020.10422, https://www.who.int/hrh/nursing_midwifery/nurse_educator050416.pdf, Professional Ethics as an Important Factor in Clinical Competency in Nursing, Ethical values in nurse education perceived by students and educators, Becoming a nurse as a moral journey: A constructivist grounded theory, Adelman-Mullally, T., Mulder, C. K., McCarter-Spalding, D. E., Hagler, D. A., Gaberson, K. B., Hanner, M. B., Oermann, M. H., Speakman, E. T., Yoder-Wise, P. S., & Young, P. K. (, Fukahori, H., Miyashita, M., Oyama, Y., Atogami, F., Okaya, K., Kashiwagi, M., Kono, A., Takamizawa, E., Narama, M., & Yoshizawa, T. (, Guy, J., Taylor, C., Roden, J., Blundell, J., Tolhurst, G. (, Immonen, K., Oikarainen, A., Tomietto, M., Kääriäinen, M., Tuomikoski, A. M., Kaučič, B. M., Filej, B., Riklikiene, O., Vizcaya-Moreno, M. F., Perez-Cañaveras, R. M., Raeve, P.D., & Mikkonen, K. (, Jackson, D., Peters, K., Andrew, S., Salamonson, Y., Halcomb, E. J. The mean, standard deviation, and median of each competency item was calculated (Table 3). Table 1. Thus, both practical nursing competency and pedagogical competency are closely connected and are nursing education functions that cannot be simply separated. The overarching theme for nurse educator competencies is to create better student outcomes. An initial investigation of the applicability of the Dreyfus skill acquisition model to the professional development of nurse educators, The competence and the cooperation of nurse educators, Future challenges for nursing education – A European perspective, Comparing the effect of lecture and Jigsaw teaching strategies on the T nursing students' self-regulated learning and academic motivation: A quasi-experimental study, Review: Current status and issues for nursing university faculties to conduct researches. Academic nurse educators should also be involved in management activities that create and improve nursing education programs that are highly professional and nurture the success of a positive learning environment (Guy et al., 2011; WHO, 2016; Zlatanovic et al., 2017). Thus, the competencies of academic nurse educators identified by the current study would not only be readily observable professional knowledge and skills but also less obvious personal traits, values, and attitudes in a broader sense, as well as learner autonomy. Exploratory Factor Analysis of Competencies of Academic Nurse Educators (Least-Squares Method With Promax Rotation). Create a link to share a read only version of this article with your colleagues and friends. Studies not targeting academic nurse educators at university were excluded. The current study has several limitations. However, it is important to improve and make equal the quality of nursing education globally and to address disparities in nursing service quality at the international level. An original questionnaire consisting of 55 items concerning the competencies of nursing academic educators was developed for this study. Competencies are skills, knowledge, behavior, and individual characteristics that are necessary for performing jobs (Spencer & Spencer, 1993). Floor effects were not found, whereas ceiling effects were found on 13 items: “Understands how to contact and report in the job,” “Understands their role in the organization,” “Cooperates and collaborates with university faculty colleagues,” “Coordinates, cooperates, and collaborates with facilities for practical training,” “Understands the relevance between the university’s educational policy and clinical practice,” “Understands how academic nurse educators and clinical nursing instructors cooperate and collaborate with one another,” “Builds relationships with staff in facilities for practical nurse training,” “Coordinates practical nurse training matters with facilities and clinical nursing instructors,” “Provides effective advice on students’ practical nurse training,” “Adjusts the balance between students’ right to learn and ethical consideration for patients,” “Advocates for students undergoing practical nurse training,” “Understands the position of the person in charge of the curriculum,” and “Manages personal information appropriately.”. University teachers’ self-reflection on their academic growth. Ability is the capability to accomplish a goal, and personal quality is a characteristic and natural talent; these words are described in parallel. Reframing the Australian nurse teacher competencies: Do they reflect the ‘REAL’ world of nurse teacher practice? To facilitate learning effectively, the nurse educator: Therefore, some educators may not have received our invitation to participate and our results should be interpreted with caution. Some studies categorize the competency of support or facilitating learning, including teaching nursing knowledge and skills, into pedagogical skills and nursing practice (Guy et al., 2011; Salminen et al., 2013; Zlatanovic et al., 2017). Therefore, academic nurse educators are expected to actively participate in organizational management and decision-making processes. Thus, competency is a broad concept comprising two components: visible characteristics, such as knowledge, skills, and attitude, and deeper characteristics that are not visible, such as personality traits, self-concept, and motive. Thus, “undergoing self-directed learning based on professional ethics,” consisting of academic nurse educators’ self-reflection on their own professional behavior or interpersonal relationships, was extracted as a competency factor in this study. The cultivation of the competencies is the first step with further research needed to develop a tool to assess the nurse educator's competencies. Authors’ ContributionsConcept and design: All authors. Some of the skills and knowledge required to become an academic nurse educator described in the Nurse Educator Core Competencies (WHO, 2016) were found to be helpful for considering international standards. Nurse educator competencies were defined as a behavioral repertoire that reflects the tasks and conditions surrounding the nurse educator role (Peterson et al, 1979). Table 4. Internationally, the core competencies of nurse educators are organized into eight domains: theories and principles of adult learning; curriculum and implementation; nursing practice; research and evidence; communication, collaboration, and partnership; ethical/legal principles and professionalism; monitoring and evaluation; and management, leadership, and advocacy (World Health Organization [WHO], 2016). The most significant competency factor of the academic nurse educators was “Facilitating active learning,” which includes items such as teaching theoretical and clinical knowledge and skills to students, evaluating student learning, and being a role model. Systematic literature reviews, other empirical studies, and national policies for academic nurse educators suggest that academic nurse educators be required to have the following competencies: academic and research competencies, nursing practice and knowledge, certain personal traits, a professional attitude, pedagogical competencies, relationships with students, and management skills (Australian Nurse Teachers’ Society, 2010; Doi & Hosoda, 2017; Maruo et al., 2017; McAllister & Flynn, 2016; Mikkonen et al., 2020; National League for Nursing [NLN], 2013; Salminen et al., 2009, 2013). The study was approved by the Ethics Committee of the authors’ institutions, and complied with the Declaration of Helsinki. The internal consistencies of the extracted factors were evaluated using Cronbach’s alpha. The email address and/or password entered does not match our records, please check and try again. This study proposed more specific competencies for academic nurse educators in terms of both domains and items. We invited 277 nursing universities to participate in the survey and to provide academic nurse educators with information about the research by contacting the dean of each university’s nursing department.