Ye Jing, Tao Wenwen, Yang Lili, Xu Yiqing, Zhou Na, Wang Jinyun
School of Medicine, Nursing Department, Zhejiang University, Hangzhou, China.
Zhejiang Technical College of Special Education, Hangzhou, China.
Nurse Educ Today. 2022 Feb;109:105217. doi: 10.1016/j.nedt.2021.105217. Epub 2021 Nov 13.
Clinical nurse educator plays an indispensable role in promoting the development of nursing staff and nursing students in clinical settings. Too few core competencies for clinical nurse educators applicable to a given clinical setting are developed and validated by the research process. A better understanding of the core competencies for clinical nurse educators can inform the selection, training, and evaluation of clinical nurse educator.
To establish the core competencies for clinical nurse educators in China.
Focus group interviews and the e-Delphi method were used.
This study was conducted in five teaching hospitals in China.
Participants (n = 61), including nurse managers, clinical nurse educators, staff nurses, and nursing students were recruited for focus group interviews and 25 experts were selected for the e-Delphi study.
Based on a literature review and the focus group interviews, a preliminary set of clinical nurse educator's core competencies was formed. Subsequently, experts provided supportive and modification advice on core competencies in the two rounds e-Delphi study. The consensus percentage and the weight of each first-level, second-level index and its connotations were calculated.
Two rounds of online Delphi expert consultation were completed by 25 experts, and the consensus was achieved on four first-level indices, 16 second-level specific competencies, and its 57 connotations. The first-level index included clinical teaching competency, clinical nursing skills, management and leadership competency, and innovation and research competency. Moreover, the consensus level of all indices was >75%, the coefficient of variation (CV) was less than 0.25 (p < 0.05) and the Kendall coefficient (W) was 0.169-0.503 (P < 0.01).
The explicit statements of expected competencies for clinical nurse educators can be applied to diverse clinical scenarios and provide a reference for selection, training, and evaluation of the clinical nurse educators.
临床护士教育者在促进护理人员和护生在临床环境中的发展方面发挥着不可或缺的作用。通过研究过程开发和验证的适用于特定临床环境的临床护士教育者核心胜任力过少。更好地理解临床护士教育者的核心胜任力可为临床护士教育者的选拔、培训和评估提供参考。
构建我国临床护士教育者的核心胜任力。
采用焦点小组访谈法和电子德尔菲法。
本研究在中国的五所教学医院进行。
招募了61名参与者（包括护士长、临床护士教育者、护士和护生）进行焦点小组访谈，并选取25名专家进行电子德尔菲研究。
在文献回顾和焦点小组访谈的基础上，形成了一套初步的临床护士教育者核心胜任力。随后，专家们在两轮电子德尔菲研究中对核心胜任力提供了支持性和修改性建议。计算了每个一级、二级指标及其内涵的共识百分比和权重。
25名专家完成了两轮在线德尔菲专家咨询，就4个一级指标、16个二级具体胜任力及其57个内涵达成了共识。一级指标包括临床教学胜任力、临床护理技能、管理与领导胜任力、创新与研究胜任力。此外，所有指标的共识水平均>75%，变异系数（CV）小于0.25（P<0.05），肯德尔系数（W）为0.169 - 0.503（P<0.01）。
临床护士教育者预期胜任力的明确表述可应用于不同的临床场景，并为临床护士教育者的选拔、培训和评估提供参考。
