School of Nursing, Australian Catholic University, NSW/ACT, North Sydney, NSW, Australia.
Nurse Educ Today. 2011 Apr;31(3):231-7. doi: 10.1016/j.nedt.2010.10.025. Epub 2010 Nov 18.
The Australian nurse teacher competencies were introduced in 1996; however, the researchers perceived that changes to the health care system and a nursing workforce shortage may have affected nurse teacher roles over the past decade. This study aimed to explore perceptions of nurse teachers on the applicability of the current Australian nurse teacher competencies to practice, and modify the nurse teacher competencies to better reflect current practice. Methodology utilized mixed methods, and data collection was via focus groups, telephone interviews, and survey data. Results revealed that participants were mostly positive about the original competency statements, although there were some variations between items. Themes that emerged from the qualitative data were: changing trends in health care; preparation for teaching; understanding of the competencies, contextual influences on education role; nurse teachers as change agents, and resource management. Conclusions were that the Australian nurse teacher competencies (1996) were reflective of the current generic roles of nurse teachers however some of the competencies needed reframing to meet the current needs of nurse teachers. However, changes needed to be made in areas such as reducing complex language, inclusion of technology, and cultural competencies. Nurse teachers were supportive of the research because they valued the teacher competencies for reflection on their practice and the development of portfolios, job descriptions and performance appraisals.
澳大利亚护士教师能力标准于 1996 年推出；然而，研究人员认为，在过去十年中，医疗保健系统的变化和护理人员短缺可能影响了护士教师的角色。本研究旨在探讨护士教师对当前澳大利亚护士教师能力标准在实践中适用性的看法，并对护士教师能力标准进行修改，以更好地反映当前的实践。研究方法采用混合方法，通过焦点小组、电话访谈和调查数据收集数据。结果表明，参与者对原始能力标准的评价大多是积极的，尽管项目之间存在一些差异。从定性数据中出现的主题是：医疗保健的变化趋势；教学准备；对能力的理解、教育角色的背景影响；护士教师作为变革推动者和资源管理者。结论是，1996 年的澳大利亚护士教师能力标准反映了当前护士教师的一般角色，但有些能力需要重新构建，以满足当前护士教师的需求。然而，需要在减少复杂语言、纳入技术和文化能力等方面进行修改。护士教师支持这项研究，因为他们重视教师能力，认为这有助于他们反思实践，并为教师简介、工作描述和绩效评估的发展提供依据。
