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ERIC Number: ED561845
Record Type: Non-Journal
Publication Date: 2013
Pages: 221
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3034-6146-0
Nursing Faculty Professional Development: A Study Using the National League for Nursing (NLN) Core Competencies for Nurse Educators for Development of Novice to Expert Nurse Educators
Luoma, Kari L.
ProQuest LLC, Ph.D. Dissertation, Capella University
The purpose of this quantitative research study was to identify core competencies that are most significant for nursing faculty to develop as they transition from novice to expert faculty. Professional development in a systematic approach may guide faculty to learn what is significant as they progress in the nurse faculty role. A quantitative descriptive comparative survey design was used to identify the NLN Core Competencies for Nurse Educators that should be included at the novice to expert stage of professional development. The NLN Core Competencies for Nurse Educators has eight competencies and includes 66 task statements. The online survey was distributed to nursing program administrators and nursing instructors at nursing programs in one Midwestern state where IRB approval was obtained. Respondents were asked to rate the NLN Core Competencies for Nurse Educators task statements from the novice to expert professional development level where nursing faculty should demonstrate minimal competency. The findings that were identified from the study should be used to develop a formal professional development plan to facilitate the successful transition to the nurse educator role. There were 49 task statements that nursing program administrators and nursing instructors rated similarly with respect to the level at which each should be demonstrated. There were 12 task statements that were rated two or more professional development levels by nursing program administrators and nursing instructors. Statistically significant differences between nursing program administrators' and nursing instructors' ratings were found for 19 task statements. This study's findings provide the foundation for further research to design a systematic professional development plan to support future nurse faculty members. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A