Skip to main content
SpringerLink
Log in

A Research Review of Nurse Teachers’ Competencies

  • Original Paper
  • Published:
Vocations and Learning Aims and scope Submit manuscript

Abstract

The conceptions of what constitutes nursing competence and how such competence is taught and learned are changing, due to rapid changes in in the health sector. Nurse teachers’ competencies for providing high-quality, up-to-date nursing education, are developing accordingly. This paper reviews the existing research on nurse teachers’ competencies and addresses how this research identifies, describes, and conceptualizes these competencies. A rigorous search, retrieval and appraisal process identified 25 relevant studies for inclusion in the review. A thematic synthesis was applied to the findings of the studies and subsequent themes were synthesized. The thematic synthesis of the empirical evidence resulted in the five broad themes: academic, nursing, and pedagogical competencies; attitudes; management and digital technology. However, these separate elements appeared to be highly integrated. Hence, this paper indicates that nurse teachers’ competencies may be assessed using a holistic approach, which could bring together the disparate attributes required for successful professional performance in specific situations.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2

Similar content being viewed by others

References

  • Abbott, A. (1988). The system of professions: an essay on the division of expert labor. Chicago: University of Chicago Press.

    Google Scholar 

  • Antonovsky, A. (1993). Complexity, conflict, chaos, coherence, coercion and civility. Social Science & Medicine, 37(8), 969–981.

    Article  Google Scholar 

  • Australian Nurse Teachers’ Society (ANTS). (1998). Australian nurse teacher competency standards. Retrieved from http://www.ants.org.au/Download/Ntcomp1.pdf.

  • Australian Nurse Teachers’ Society (ANTS). (2010). Australian nurse teacher professional practice standards. Retrieved from http://www.ants.org.au.

  • Barr, R. B., & Tagg, J. (1995). From teaching to learning: a new paradigm for undergraduate education. Change, 27(6), 13–25.

    Article  Google Scholar 

  • Barr, H., Koppel, I., Reeves, S., Hammick, M., & Freeth, D. (2005). Effective interprofessional education: argument, assumption and evidence. Oxford: Blackwell.

    Book  Google Scholar 

  • Benner, P., Sutphen, M., Leonard, V., & Day, L. (2010). Educating nurses: a call for radical transformation. San Francisco: Jossey-Bass.

    Google Scholar 

  • Billett, S. (2015). Integrating practice-based learning experiences into higher education programs. New York: Springer Science. doi:10.1007/978-94-017-7230-3_1.

    Book  Google Scholar 

  • Billett, S., & Henderson, A. (Eds.) (2011). Promoting professional learning. New York: Springer Science. doi:10.1007/978-94-017-7230-3_1.

    Google Scholar 

  • Brancato, V. C. (2007). Psychological empowerment and use of empowering teaching behaviors among baccalaureate nursing faculty. Journal of Nursing Education, 46(12), 537–544.

    Google Scholar 

  • Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32–42.

    Article  Google Scholar 

  • Brown, J., Stevens, J., & Kermode, S. (2012). Supporting student nurse professionalisation: the role of the clinical teacher. Nurse Education Today, 32(5), 606–610.

    Article  Google Scholar 

  • Brunton, G., Stansfield, C., & Thomas, J. (2012). Finding relevant studies. In D. Gough, S. Oliver, & J. Thomas (Eds.), An introduction to systematic reviews (pp. 107–135). London: Sage.

    Google Scholar 

  • Cave, I. (2005). Nurse teachers in higher education – without clinical competence, do they have a future? Nurse Education Today, 25(8), 646–651.

    Article  Google Scholar 

  • Cook, J. L. (2005). Inviting teaching behaviors of clinical faculty and nursing students’ anxiety. Journal of Nursing Education, 44(4), 156–161.

    Google Scholar 

  • Cowan, D. T., Norman, I., & Coopamah, V. P. (2005). Competence in nursing practice: a controversial concept – a focused review of literature. Nurse Education Today, 25(5), 355–362. doi:10.1016/j.nedt.2005.03.002.

    Article  Google Scholar 

  • de Vaus, D. A. (2001). Research design in social research. London: Sage.

    Google Scholar 

  • Education, Audiovisual and Culture Executive Agency (EACEA)/Eurydice/Eurostat/Eurostudent. (2012). The European higher education area in 2012: Bologna process – Implementation report. doi:10.2797/81203.

  • Dupin, C. M., Larsson, M., Dariel, O., Debout, C., & Rothan-Tondeur, M. (2015). Conceptions of learning research: variations amongst French and Swedish nurses. A phenomenographic study. Nurse Education Today, 35(1), 73–79.

    Article  Google Scholar 

  • Fisher, M. T. (2005). Exploring how nurse lecturers maintain clinical credibility. Nurse Education in Practice, 5(1), 21–29.

    Article  Google Scholar 

  • Forbes, H. (2011). Clinical teachers’ conceptions of nursing. Journal of Nursing Education, 50(3), 152–157.

    Article  Google Scholar 

  • Freidson, E. (2001). Professionalism: the third logic. Cambridge: Polity Press.

    Google Scholar 

  • Gardner, S. S. (2014). From learning to teach to teaching effectiveness: nurse educators describe their experiences. Nursing Education Perspectives, 35(2), 106–111.

    Article  Google Scholar 

  • Gough, D., Oliver, S., & Thomas, J. (2012a). Introducing systematic review. In D. Gough, S. Oliver, & J. Thomas (Eds.), An introduction to systematic reviews (pp. 1–17). London: Sage.

    Google Scholar 

  • Gough, D., Thomas, J., & Oliver, S. (2012b). Clarifying differences between review designs and methods. Systematic Reviews, 1(28). Retrieved from http://www.systematicreviewsjournal.com/content/1/1/28.

  • Griffin, G., Green, T., & Medhurst, P. (2005). The relationship between the process of professionalization in academe and interdisciplinarity: a comparative study of eight European countries. Kingston upon Hull: University of Hull.

    Google Scholar 

  • Grimen, H. (2008). Profesjon og kunnskap [Profession and knowledge]. In I. A. Molander & L. Terum (Eds.), Profesjonstudier [the study of profession] (pp. 71–87). Oslo: Universitesforlaget.

    Google Scholar 

  • Guy, J., Taylor, C., Roden, J., Blundell, J., & Tolhurst, G. (2011). Reframing the Australian nurse teacher competencies: do they reflect the “REAL” world of nurse teacher practice? Nurse Education Today, 31(3), 231–237. doi:10.1016/j.nedt.2010.10.025.

    Article  Google Scholar 

  • Hanson, K. J., & Stenvig, T. E. (2008). The good clinical nursing educator and the baccalaureate nursing clinical experience: attributes and praxis. Journal of Nursing Education, 47(1), 38–42.

    Article  Google Scholar 

  • Harden, A., & Gough, D. (2012). Quality and relevance appraisal. In D. Gough, S. Oliver, & J. Thomas (Eds.), An introduction to systematic reviews (pp. 153–179). London: Sage.

    Google Scholar 

  • Hattie, J. (2008). Visible learning: a synthesis of over 800 meta-analyses relating to achievement. London: Routledge.

    Google Scholar 

  • Hinshaw, A. S. A. (2001). Continuing challenge: the shortage of educationally prepared nursing faculty. Online Journal of Issues in Nursing, 6(1), Manuscript 3, 1–9.

  • Illeris, K. (Ed.) (2009). International perspectives on competence development: developing skills and capabilities. New York: Routledge.

    Google Scholar 

  • Jackson, D., Peters, K., Andrew, S., Salamonson, Y., & Halcomb, E. J. (2011). “if you haven’t got a PhD, you’re not going to get a job”: the PhD as a hurdle to continuing academic employment in nursing. Nurse Education Today, 31(4), 340–344. doi:10.1016/j.nedt.2010.07.002.

    Article  Google Scholar 

  • Johnsen, K. Ø., Aasgaard, H. S., Wahl, A. K., & Salminen, L. (2002). Nurse educator competence: a study of Norwegian nurse educators’ opinions of the importance and application of different nurse educator competence domains. Journal of Nursing Education, 41(7), 295–301.

    Google Scholar 

  • Johnson-Farmer, B., & Frenn, M. (2009). Teaching excellence: what great teachers teach us. Journal of Professional Nursing, 25(5), 267–272.

    Article  Google Scholar 

  • Keskinen, S., & Silius, H. (2005). Disciplinary boundaries between the social sciences and humanities: National report on Finland. Retrieved from http://www.york.ac.uk/res/researchintegration/.

  • Lee, W.-S., Cholowski, K., & Williams, A. K. (2002). Nursing students’ and clinical educators’ perceptions of characteristics of effective clinical educators in an Australian university school of nursing. Journal of Advanced Nursing, 39(5), 412–420.

    Article  Google Scholar 

  • Little, J. W. (2012). Understanding data use practices among teachers: the contribution of micro-process studies. American Journal of Education, 118(2), 143–166.

    Article  Google Scholar 

  • Löfmark, A., Thorkildsen, K., Råholm, M.-B., & Natvig, G. K. (2012). Nursing students’ satisfaction with supervision from preceptors and teachers during clinical practice. Nurse Education in Practice, 12(3), 164–169.

    Article  Google Scholar 

  • Logan, P. A., Gallimore, D., & Jordan, S. (2015). Transition from clinician to academic: an interview study of the experiences of UK and Australian registered nurses. Journal of Advanced Nursing, 72(3), 593–604.

    Article  Google Scholar 

  • Long, A. F., Godfrey, M., Randall, T., Brettle, A. J., & Grant, M. J. (2002). Developing evidence based social care policy and practice. (Part 3): Feasibility of undertaking systematic reviews in social care. Project report. Leeds: Nuffield Institute for Health, University of Leeds.

  • Mackenzie, K. M. (2009). Who should teach clinical skills to nursing students? British Journal of Nursing, 18(7), 395–398.

    Article  Google Scholar 

  • Marquis, L. B., & Huston, J. C. (2012). Leadership roles and management functions in nursing (7th ed.). [Kindle version]. Retrieved from Amazon.com.

  • Mathisen, J., & Bastoe, L.-K. H. (2008). An unending challenge: how official decisions have influenced the teaching of nursing in Norway. International Nursing Review, 55(4), 387–392.

    Article  Google Scholar 

  • MAXQDA 11. (2015). [Computer software]. Retrieved from http://www.maxqda.com/download/New-Features-in-MAXQDA-11.pdf.

  • McAllister, M. (2001). Principles for curriculum development in Australian nursing: an examination of the literature. Nurse Education Today, 21(4), 304–314.

    Article  Google Scholar 

  • McAllister, M., Williams, L. M., Gamble, T., Malko-Nyhan, K., & Jones, C. M. (2011). Steps towards empowerment: an examination of colleges, health services and universities. Contemporary Nurse, 38(1–2), 6–17.

    Article  Google Scholar 

  • McDermid, F., Peters, K., Daly, J., & Jackson, D. (2013). “I thought I was just going to teach”: stories of new nurse academics on transitioning from sessional teaching to continuing academic positions. Contemporary Nurse, 45(1), 46–55.

    Article  Google Scholar 

  • McKenna, L., & Wellard, S. (2009). Mothering: an unacknowledged aspect of undergraduate clinical teachers’ work in nursing. Advances in Health Sciences Education, 14(2), 275–285.

    Article  Google Scholar 

  • McNamara, M. S. (2009). Academic leadership in nursing: legitimating the discipline in contested spaces. Journal of Nursing Management, 17(4), 484–493. doi:10.1111/j.1365-2834.2009.01014.x.

    Article  Google Scholar 

  • Mehli, H., & Bungum, B. (2013). A space for learning: how teachers benefit from participating in a professional community of space technology. Research in Science & Technological Education, 31(1), 31–48. doi:10.1080/02635143.2012.761604.

    Article  Google Scholar 

  • Nicol, D. J. (1998). Using research in learning to improve teaching practice in higher education. In C. Rust (Ed.), Improving student learning: improving students as learners (pp. 86–96). Oxford: Oxford Centre for Staff and Learning Development, Oxford Brookes University.

    Google Scholar 

  • Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218.

    Article  Google Scholar 

  • Oliver, S., & Sutcliffe, K. (2012). Describing and analysing studies. In D. Gough, S. Oliver, & J. Thomas (Eds.), An introduction to systematic reviews (pp. 135–153). London: Sage.

    Google Scholar 

  • Ortelli, T. A. (2006). Defining the professional responsibilities of academic nurse educators: the results of a national practice analysis. Nursing Education Perspectives, 27(5), 242–246.

    Google Scholar 

  • Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: Vol. 2. A third decade of research. San Francisco: Jossey Bass.

    Google Scholar 

  • Peters, K., Jackson, D., Andrew, S., Halcomb, E. J., & Salamonson, Y. (2011). Burden versus benefit: continuing nurse academics’ experiences of working with sessional teachers. Contemporary Nurse, 38(1–2), 35–44.

    Article  Google Scholar 

  • Postholm, M. B. (2009). Research and development work: developing teachers as researchers or just teachers? Educational Action Research, 17(4), 551–565. doi:10.1080/09650790903309425.

    Article  Google Scholar 

  • Potter, P. A., Perry, A. G., Stockert, P., & Hall, A. (2013). Fundamentals of nursing (8th ed.). St. Louis: Elsevier.

    Google Scholar 

  • 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), 312–316.

    Article  Google Scholar 

  • Ramsden, P. (2003). Learning to teach in higher education (2nd ed.). New York: Routledge.

    Google Scholar 

  • Reeves, S., Zwarenstein, M., Goldman, J., Barr, H., Freeth D, Hammick, M., et al. (2008). Interprofessional education: effects on professional practice and health care outcomes. Cochrane Database of Systematic Reviews, Issue 1, Art. no.: CD002213. doi:10.1002/14651858.CD002213.pub2.

  • Saarikoski, M., Warne, T., Kaila, P., & Leino-Kilpi, H. (2009). The role of the nurse teacher in clinical practice: an empirical study of Finnish student nurse experiences. Nurse Education Today, 29(6), 595–600. doi:10.1016/j.nedt.2009.01.005.

    Article  Google Scholar 

  • Salminen, L., Stolt, M., Saarikoski, M., Suikkala, A., Vaartio, H., & Leino-Kilpi, H. (2010). Future challenges for nursing education – a European perspective. Nurse Education Today, 30(3), 233–238.

    Article  Google Scholar 

  • Salminen, L., Minna, S., Koskinen, S., Katajisto, J., & Leino-Kilpi, H. (2013). The competence and the cooperation of nurse educators. Nurse Education Today, 33(11), 1376–1381.

    Article  Google Scholar 

  • Salomon, G. (Ed.) (1993). Distributed cognitions: psychological and educational considerations. New York: Cambridge University Press.

    Google Scholar 

  • Samuelowicz, K., & Bain, J. D. (2001). Revisiting academics’ beliefs about teaching and learning. Higher Education, 41(3), 299–325.

    Article  Google Scholar 

  • Slavin, R. E. (1996). Research on cooperative learning and achievement: what we know, what we need to know. Contemporary Educational Psychology, 21(1), 43–69.

    Article  Google Scholar 

  • Smith, K. (2011). The multi-faceted teacher educator: a Norwegian perspective. Journal of Education for Teaching, 37(3), 337–349. doi:10.1080/02607476.2011.588024.

    Article  Google Scholar 

  • Sullivan, W. M. (2005). Work and integrity: the crisis and promises of professionalism in America (2nd ed.pp. 1–33). San Francisco: Jossey-Bass.

    Google Scholar 

  • Thomas, J., Harden, A., & Newman, M. (2012). Synthesis: combining results systematically and appropriately. In D. Gough, S. Oliver, & J. Thomas (Eds.), An introduction to systematic reviews (pp. 179–227). London: Sage.

    Google Scholar 

  • Thompson, D. R. (2009). Is nursing viable as an academic discipline? Nurse Education Today, 29(7), 694–697. doi:10.1016/j.nedt.2009.03.007.

    Article  Google Scholar 

  • Tigelaar, D. E. H., Dolmans, D. H. J. M., Wolfhagen, I. H. A. P., & van der Vleuten, C. P. M. (2004). The development and validation of a framework for teaching competencies in higher education. Higher Education, 48(2), 253–268.

    Article  Google Scholar 

  • Topping, K. (1998). Peer assessment between students in colleges and universities. Review of Educational Research, 68(3), 249–276.

    Article  Google Scholar 

  • Tynjälä, P. (2007). Perspectives into learning at the workplace. Educational Research Review, 3(2), 130–154. doi:10.1016/j.edurev.2007.12.001.

    Article  Google Scholar 

  • Tynjälä, P., & Newton, J. M. (2014). Transitions to working life: securing professional competence. In S. Billett, C. Harteis, & H. Gruber (Eds.), International handbook of research in professional and practice-based learning (pp. 513–533). Dordrecht: Springer. doi:10.1007/978-94-017-8902-8_19.

    Google Scholar 

  • Wolf, Z. R., Bender, P. J., Beitz, J. M., Wieland, D. M., & Vito, K. O. (2004). Strengths and weaknesses of faculty teaching performance reported by undergraduate and graduate nursing students: a descriptive study. Journal of Professional Nursing, 20(2), 118–128.

    Article  Google Scholar 

  • Zimmerman, B. J., & Schunk, D. H. (Eds.) (2001). Self-regulated learning and academic achievement: theoretical perspectives. Mahwah: Lawrence Erlbaum.

    Google Scholar 

Download references

Acknowledgements

The authors would like to thank the members of the Centre for the Study of Professions’ research group on professional knowledge, qualification, and coping for their helpful and stimulating discussions.

Author information

Authors and Affiliations

  1. Centre for the Study of Professions, Oslo and Akershus University College of Applied Sciences, Postboks 4 St. Olav plass, N-0130, Oslo, Norway

    Tatjana Zlatanovic, Anton Havnes & Sølvi Mausethagen

Authors
  1. Tatjana Zlatanovic
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Anton Havnes
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Sølvi Mausethagen
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Tatjana Zlatanovic.

Ethics declarations

Funding

No funding was procured for the development of this literature review.

Conflict of Interest

The authors declare that they have no conflict of interest.

Appendix

Appendix

Table 3 Summary of studies included in the review
Full size table

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Zlatanovic, T., Havnes, A. & Mausethagen, S. A Research Review of Nurse Teachers’ Competencies. Vocations and Learning 10, 201–233 (2017). https://doi.org/10.1007/s12186-016-9169-0

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s12186-016-9169-0

Keywords

Search

Navigation