Aug 2026· Nurse Educator· 0 citations· 21 references
Medicine
TL;DR
CNEs reported moderate competency, with the greatest gap in innovation and research, and pre-appointment training for clinical teaching was the strongest and most consistent predictor.
Abstract
Background
Clinical nurse educators (CNEs) in China are required to maintain clinical nursing care while undertaking educational management responsibilities, but evidence on their competency profile remains limited.
Purpose
Assess the core competencies of CNEs and identify associated factors.
Methods
A cross-sectional survey was conducted with CNEs from hospitals in China using convenience sampling.
Results
Among the 898 responses, the total competency score was moderate; clinical nursing skills scored highest, and innovation and research competency scored lowest. Competency differed by region, age, professional title, clinical work experience, years as a CNE, initial education, and specialized training (all P < 0.05). Pre-appointment training for clinical teaching was the strongest and most consistent predictor.
Conclusions
CNEs reported moderate competency, with the greatest gap in innovation and research. Pre-appointment training was consistently associated with higher competency, highlighting the need for structured preparation for teaching and ongoing professional development.
BACKGROUND
The number of direct care clinical hours (DCCH) required in nurse practitioner education lacks empirical evidence.
PURPOSE
This pilot study established preliminary empirical research examining the DCCH needed to attain the American Association of Colleges of Nursing Essentials Level 2, Domain 2: Person-Cen...
Marcy Ainslie, Joshua Barnes, M. Cowin et al.· Nurse Educator· 0 citations
ABSTRACT
The transition from didactic to clinical education in nurse practitioner (NP) programs demands robust strategies to ensure students are adequately prepared. Although competency-based education and simulation have gained prominence, a clear understanding of student readiness before clinical placement remains un...
Amy Haeger, M. Bavis, Bridget C. O'Brien· Journal of the American Asso...· 0 citations
BACKGROUND
Clinical nurse educators greatly impact the development of high-quality clinical learning experiences. However, globally, the role remains inconsistently defined, and competency frameworks are rarely integrated with structured career ladder systems, limiting professional development and workforce sustainabil...
The findings support the Apal Clinical Competency Development Model (ACCDM) as an integrated framework for explaining nursing students’ clinical skills development and provide a basis for evidence-informed curriculum redesign, competency-based assessment, simulation, digital learning, initiatives strengthening student...
I. C. Enriquez· Journal of Education and Lea...· 0 citations
BACKGROUND
The Certified Nurse Educator (CNE®) credential highlights competency in nursing education and is part of continuing education and professional development for nurse educators. There is limited research on the relationship between CNE certification and teaching, service, and scholarship (TSS). This pilot stud...
Gina Panozzo, Raine Prather· Journal of Continuing Educat...· 0 citations
A positive and statistically significant association is demonstrated between the quality of the clinical practice environment and the level of holistic nursing competence and learning opportunities within the clinical setting.
Magdalena Brodowicz-Król, P. Więch, Maria Malm et al.· Frontiers in Medicine· 0 citations
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