Li Xiaoyan, Li Rui, Chen Yubin, Zhang Linghui, Zou Jihua, Zhou Ying, Gao Jingquan, Xu Linyan, Xu Lijuan, Li Caifu, Zhu Li, Ying Bihe
School of Medicine, Lishui University, China.
Research Institute of Xi'an Jiaotong University, China.
Asian Nurs Res (Korean Soc Nurs Sci). 2025 Aug;19(3):311-321. doi: 10.1016/j.anr.2025.02.002. Epub 2025 May 16.
To develop a comprehensive framework for evaluating the core competencies of nursing faculty within the realm of international collaborative education, aiming to establish clear criteria for recruitment, training, and teaching assessment that will enhance the sustainability and quality of international nursing education programs.
Drawing on the principles of "cross-cultural theory," "role theory," and the "iceberg competency model," this study utilized a mixed-methods approach, including literature review, semi-structured interviews, work logs, the Delphi method, and analytic hierarchy process (AHP) to determine the content and weight of core competency indicators for nursing faculty in international collaborative education.
A core competency framework for nursing educators in international collaborative programs was developed through two rounds of expert consultations, resulting in 7 primary indicators, 15 secondary indicators, and 55 tertiary indicators. The primary indicators are as follows: international nursing professional competency (.37), humanistic care (.23), teaching quality management and enhancement (.12), critical thinking ability (.10), internationalization in research and collaboration (.08), international nursing management and collaboration (.06), and informatics capabilities (.05). The framework's reliability was validated using analytic hierarchy process, with authority coefficients ranging from .92 to .94.
The established framework for evaluating the core competencies of nursing faculty under the auspices of international collaborative education is scientifically robust, comprehensive, and detailed. It serves to delineate the capabilities required of nursing educators in international collaborative settings, offering educational institutions a basis for recruitment, training, and instructional assessment. This facilitates the sustainable advancement of international collaborative nursing education.
