A Scoping Review of Nurse Educator Competencies
Elizabeth Wells-Beede, Patricia A. Sharpnack, Darla Gruben, Laura Klenke-Borgmann, Laura Goliat, Caitlin Yeager
Abstract
BACKGROUND: Unclear guidance continues faculty role preparation for promoting students' successful transition to practice. OBJECTIVES: To examine nurse educator competencies and their role in students' transition to practice. DESIGN: This study utilized Arksey and O'Malley's methodological framework for conducting a scoping review. The review is reported using the Preferred Reporting Items for Systematic Reviews Extension for Scoping Reviews (PRISMA-ScR), including the PRISMA-ScR checklist. METHODS: A comprehensive systematic search of MEDLINE, EMBASE, PsycINFO, ERIC, and CINAHL was performed for nurse educator competency. For the original search, no limitations were placed on dates. Two authors independently assessed eligibility via abstract review. The reference lists of the included studies were also examined. RESULTS: Eleven articles were included in the review dating from 1992 to 2021. Three themes in the literature were identified by the authors: (1) the need for appropriate mentorship, (2) lack of preparation of educators who transition directly from clinical practice, and (3) lack of use and/or vague operationalization of the National League for Nursing nurse educator competencies. CONCLUSION: Evidence regarding requisite competencies of nurse educators is limited. Further research on the competencies required for nurse educators to facilitate successful student transitions to practice is needed.