NURSE EDUCATOR CORE COMPETENCIES - WHO
NURSE EDUCATORCORE COMPETENCIES
NURSE EDUCATORCORE COMPETENCIES
WHO Library Cataloguing-in-Publication Data:Nurse educator core competencies.1.Education, Nursing. 2.Nursing Staff – education. 3.Competency-Based Education. 4.HealthManpower. 5.Teaching. I.World Health Organization.ISBN 978 92 4 154962 2(NLM classification: WY 108) World Health Organization 2016All rights reserved. Publications of the World Health Organization are available on the WHOwebsite (http://www.who.int) or can be purchased from WHO Press, World Health Organization,20 Avenue Appia, 1211 Geneva 27, Switzerland (tel.: 41 22 791 3264; fax: 41 22 791 4857;email: bookorders@who.int).Requests for permission to reproduce or translate WHO publications –whether for sale or for noncommercial distribution– should be addressed to WHO Press through the WHO website (http://www.who.int/about/licensing/copyright form/index.html).The designations employed and the presentation of the material in this publication do notimply the expression of any opinion whatsoever on the part of the World Health Organizationconcerning the legal status of any country, territory, city or area or of its authorities, or concerningthe delimitation of its frontiers or boundaries. Dotted and dashed lines on maps representapproximate border lines for which there may not yet be full agreement.The mention of specific companies or of certain manufacturers’ products does not imply thatthey are endorsed or recommended by the World Health Organization in preference to others ofa similar nature that are not mentioned. Errors and omissions excepted, the names of proprietaryproducts are distinguished by initial capital letters.All reasonable precautions have been taken by the World Health Organization to verify theinformation contained in this publication. However, the published material is being distributedwithout warranty of any kind, either expressed or implied. The responsibility for the interpretationand use of the material lies with the reader. In no event shall the World Health Organization beliable for damages arising from its use.Design & layout by L’IV Com Sàrl, Villars-sous-Yens, Switzerland.Printed by the WHO Document Production Services, Geneva, Switzerland.D
N U R SE ED U C ATO R C O R E C O MPET ENCI ESCONTENTSACKNOWLEDGEMENTS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5ABBREVIATIONS.FOREWORD. .INTRODUCTION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .DEVELOPING THE NURSE EDUCATOR CORE COMPETENCIES.Aims . . . . . . . . . . . . . . . . . . .Partnership and collaboration.THE PROCESS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77788. 8. 910. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1. Literature review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2. Global Delphi survey. . . . . . . . . . . . . . . . . . . . . . . . . . . .3. Initial Validation of the Nurse Educator Core Competencies.4. Integration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .CORE COMPETENCIES INTEGRATED WITH DOMAINS OF LEARNINGAND TEACHING. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .111717. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .202021242527. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29Requirements for becoming a nurse educator.Implementation . . . . . . . . . . . . . . . . . . . . . . .MONITORING AND EVALUATION. .SUMMARY. .ANNEXES.6Annex 1: Literature review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Annex 2: Domains and revised Nurse Educator Core Competencies (Round 2) .Annex 3: Validation criteria explanatory notes. . . . . . . . . . . . . . . . . . . . . . . . . .Annex 4: Analysis and validation of Nurse Educator Core Competencies. . . . . .Annex 5: Nurse Educator Core Competencies and domains (Version 3). . . . . . .REFERENCES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
ACKNOWLEDGEMENTSThis publication is the result of a collaborative effort between key stakeholders. The World HealthOrganization acknowledges the many individuals who participated in the drafting and validationof the Nurse Educator Core Competencies.The initial global consultation and development of the first drafts of the Nurse Educator CoreCompetencies was conducted by Professor Joy Fraser, Director, Health Administration, Centrefor Social Sciences, Faculty of Humanities and Social Sciences, Athabasca University, Canada,with input from Annette Mwansa Nkowane, Technical Officer, Nursing and Midwifery, HealthWorkforce Department, World Health Organization; Jean Barry, Consultant, Nursing and HealthPolicy, International Council of Nurses (ICN), Geneva, Switzerland; Elizabeth A Crooks, Instructorand Nurse Educator Masters Track Coordinator, WHO Collaborating Centre for Nursing Scholars,Birmingham, AL, USA; Margaret Edwards, Dean, Faculty of Health Disciplines AthabascaUniversity, Canada; Salma Hassan, Faculty of Health Sciences, Maldives College of HigherEducation; Hermi Hewitt, Nursing Education Consultant, University of Technology, Kingston,Jamaica; Anne Lekeux, Director, European Federation of Nurse Educators, Honorary Presidentin charge of international relations and links with European projects, Professor InternationalCoordinator, Nursing Department, Higher Education French part of Belgium FEDESUC(Federation of Higher Education of French-Speaking Communities), Brussels, Belgium; RoxanneNematollahi, Senior Development Officer, Human Resources Department, Dubai HealthAuthority, Dubai: Caroline L Park, Professor and Chair, Graduate Programs, Faculty of HealthDisciplines, Athabasca University, Canada; Anne-Marie Ryan, Chief Education Officer, BordAltranais agus Cnáimhseachais na hEireann (Nursing and Midwifery Board of Ireland), Dublin,Ireland; Jayne Smitten, Tutor, Centre for Social Sciences, Faculty of Humanities and SocialSciences, Athabasca University, Canada; Herica Torres, College of Nursing University of NewMexico, Albuquerque, USA; Lynda Law Wilson, Professor and Deputy Director, PAHO/WHOCollaborating Centre on International Nursing Department of Acute, Chronic, and ContinuingCare School of Nursing, University of Alabama at Birmingham, AL, USA; Basanti Majumdar,Professor, School of Nursing and Department of Family Medicine at McMaster, and Professorwith Graduate Studies in Department of Nursing Science at the University of Toronto, andAssociate Faculty of the Institute on Globalization and the Human Condition at McMaster, andAssociate with the HSc Global Health Graduate Program in the Faculty of Health Sciences atMcMaster, and Adjunct Professor with the University of Ontario Institute of Technology (Oshawa)and Manipal University, Karnataka, India. Professor Mary M Moleki, Professor, Department ofHealth Studies, University of South Africa, Pretoria, South Africa; Hester C Klopper, Professor,President, Sigma Theta Tau International, Cape Town, South Africa.The validation process was carried out by Batool Al Mohandis, Nurse Consultant in Policy andEducational Development with input from Cheherezade Ghazi, Professor/Nurse Consultant, Cairo,Egypt; Atf Gherissi, Assistant Professor, Tunis University, Tunisia, Raisa Gul, Director, Master ofScience in Nursing Programme, Aga Khan University, Pakistan; Salem Al Touby, Dean, OmanNursing Institute, Ministry of Health, Sultanate of Oman; Fatima Oskouie, Professor/DirectorWHO Collaborating Centre for Education and Research in Nursing and Midwifery, Iran Universityof Medical Sciences, Islamic Republic of Iran; Sedigheh Khanjari and Frough Rafii, AssistantProfessors, Iran University of Medical Sciences, Islamic Republic of Iran; Seamus Cowman,Professor/Head of School of Nursing and Midwifery, Royal College of Surgeons in Ireland-MedicalUniversity of Bahrain, Kingdom of Bahrain; Hussain Nassif, Nursing Lecturer, Royal College ofSurgeons in Ireland-Medical University of Bahrain; Maryam Al Aradi, Nursing Lecturer, RoyalCollege of Surgeons in Ireland-Medical University of Bahrain; Elham Al Nagshabandi, PostGraduate Coordinator for Master Programme, King Abdulaziz University, Heddah, Kingdom ofSaudi Arabia; Khawlah Taleb, Lecturer in Nursing, Dean College of Nursing, Public Authorityfor Applied Education and Training, State of Kuwait; Fatma Abdulla, Senior Vice Provost, New2
N U R SE ED U C ATO R C O R E C O MPET ENCI ESYork University, Abu Dhabi, United Arab, Emirates; Eman Al Tawash, Nursing Lecturer, RoyalCollege of Surgeons in Ireland-Medical University of Bahrain; Rashida A Fattah, Professor,Dean, National Council for Medical and Health Professions, University of Khartoum, Sudan;Fatima Jamali, Director WHO Collaborating Centre for Nursing Development, Chairperson ofNursing Division, College of Health Sciences, University of Bahrain; Myassar Sabri, Head of BScNursing Programme, Nursing Division, College of Health Sciences, University of Bahrain; MuniraSwad, Tuqa Jameel and Amal Khashaba, Nursing Lecturers, Nursing Division, College of HealthSciences, University of Bahrain, Kingdom of Bahrain.Technical support was provided by Fariba Al-Darazi, Coordinator, Health Workforce Developmentand Regional Adviser for Nursing, Midwifery and Allied Health Personnel, Health SystemDevelopment, WHO Regional Office for Eastern Mediterranean Region, Cairo, Egypt; SilviaCassiani, Regional Adviser on Nursing and Allied Health Personnel, Health Systems andServices, PAHO, Washington, DC, USA; and Prakin Suchaxaya, Coordinator Gender, Equity andHuman Rights, Family Health, Gender and Life Course Department, World Health Organization,Regional Office for South-East Asia, New Delhi, India.The work on the development of the Nurse Educator Core Competencies was coordinated andfinalized by the Health Workforce Department under the technical leadership of Annette MwansaNkowane.Special recognition to Professor Joy Fraser, Athabasca University, Canada for drafting NurseEducator Core Competencies (versions 1 and 2) in collaboration with WHO.3
BEOSCEUNFPA4American College of Nurse MidwivesCanadian Association of Midwivescontinuous quality improvementGlobal Alliance for Nursing and MidwiferyInternational Confederation of MidwivesInternational Council of Nursesmonitoring and evaluationMillennium Development GoalsMidwifery Educator Core CompetenciesNurse Educator Core Competenciesobjective structured behavioural examobjective structured clinical examUnited Nations Population Fund
N U R SE ED U C ATO R C O R E C O MPET ENCI ESFOREWORDThe education of health workers, including nurses, is constantly evolving. The appropriatepreparation of nurse educators is critical to the development of knowledge, skills and attitudes,of nurses. The education system alone cannot bring about the required changes in the schoolsof nursing and training colleges. Ministries of health, regulatory bodies, health professionalsand communities (as recipients of the education outcomes) must be involved and support theeducation of nurses. A competent nurse educator should have the knowledge, skills and attitudesto adopt new approaches in planning, organizing, implementing and evaluating nurse educationprogrammes.The World Health Organization has developed these Nurse Educator Core Competencies toenable educators to effectively contribute to the attainment of high quality education, and theproduction of effective, efficient and skilled nurses who are able to respond to the health needsof the populations they serve. This will enable the attainment of objective 1 and two of the Globalstrategy on human resources for health: Workforce 2030 and is also a priority in the updatedGlobal strategic directions on nursing and midwifery 2016-2020.The competencies have been prepared based on the acknowledgment that nursing educationand practice are changing. Entrants to the nursing profession must practise, lead and adapt tonew evidence, increasingly diverse populations and changing needs. Education is an importantstarting point for change. The utility of the proposed competencies will determine their abilityto bring about the desired changes. Appropriate use of technology can help to expedite suchchanges.Much effort has gone into the preparation of the Nurse Educator Core Competencies. It is theaim of the World Health Organization that they will facilitate nurse educators to attain increasedproficiency in assisting student nurses to acquire all the knowledge, skills and attitudes necessaryto practise nursing effectively in the 21st century.Sincere appreciation to experts from all six WHO regions who gave their expertise and time to thedevelopment of this document.Jim Campbell,Director, Health Workforce, World Health OrganizationExecutive Director, Global Health Workforce AllianceGeneva, Switzerland5
INTRODUCTIONA competent health workforce is central to achieving universal health coverage (WHO, 2006).Quality education is the foundation for developing competent health workers who are equippedwith the knowledge, attitudes and skills necessary to deliver quality care. There is evidence,however, that health workers, including nurses, may not be adequately prepared to meet theneeds of society, especially in developing countries. It is therefore imperative that educationalinstitutions are provided with support and guidance to develop competence-based curricula fortheir education programmes.In support of this vital cause, the World Health Organization and its partners have compiled alist of core competencies for nurse educators in support of Member States’ efforts to improvenursing education and, ultimately, the quality of nursing services. This work is the result ofconcerted efforts by key partners in response to World Health Assembly resolutions, in particular:WHA59.23 Rapid scaling up of health workforce production (2006); WHA59.27 Strengtheningnursing and midwifery (2006); WHA62.12 Primary health care, including health systemstrengthening (2009); WHA64.6 Health workforce strengthening (2011); WHA64.7 Strengtheningnursing and midwifery (2011); and global mandates such as the Sustainable Development Goalsand the commencement and development of competencies for health professionals, beginningwith the Midwifery Educator Core Competencies (WHO, 2014).This document presents nurse educator core competencies which were developed throughan elaborate consultative process to ensure the competency statements are comprehensive,relevant, adaptable and accessible globally. It is anticipated that if the competencies areappropriately adopted and/or adapted, educational institutions will be equipped to prepareeducators to provide high quality nursing education, which meets the needs of their respectivecountries in terms of quantity, quality and relevance.The challenges to be met in the adoption and/or adaptation of these competencies includediversity in regional nursing and midwifery education programmes and the resources available toimplement the programmes. This document offers a starting point for defining the attributes ofcompetent nurse teachers as a basis for developing a competence-based curriculum for nurseeducators. Set within a programme framework, the core competencies relate to key cognitive,affective and psychomotor learning domains.The process undertaken to develop the competencies is described in this document and variousannexes further catalogue the process. Other relevant documents pertaining tothis initiative are available on the WHO website (http://www.who.int/hrh/nursing midwifery/educator competencies/en/).6
N U R SE ED U C ATO R C O R E C O MPET ENCI ESDEVELOPING THE NURSE EDUCATORCORE COMPETENCIESThe process for developing the Nurse Educator Core Competencies (NECC) was participatory andentailed extensive consultation. The process and stages are outlined below.AimsThe aim of this publication is to provide a clear outline of Nurse Educator Core Competenciesand performance expectations, which can form the basis for developing a competence-basedcurriculum encompassing the cognitive, affective and psychomotor skills and behavioursexpected of nurse teachers. The competencies are intended to help guide the educationalpreparation of nurse teachers; ensure educational quality and accountability; and, ultimately,contribute to improving the provision of nursing care and outcomes of health services.Partnership and collaborationIn the development of the competencies, a Delphi process was employed, similar to the one usedin developing the Midwifery Educator Core Competencies (WHO, 2014). The first stages involveddrafting a list of suggested competencies, then inviting global input through an iterative process,until agreement was reached on the final core competencies and domains. Criteria used duringthe consultative processes included comprehensiveness, relevancy, adaptability and accessibility.7
THE PROCESSThe development of the nurse educator competencies evolved in various stages which areillustrated below.123Literature reviewGlobal Delphi surveyInitial Validation of the NurseEducator Core Competencies4IntegrationThe initial process of the Nurse Educator Core Competence development involved reexamining and reviewing a broad collection of publications on the subject, including globalpolicy documents and literature from professional health councils and associations (AmericanAssociation of Colleges of Nursing, 2013; Australian Nurse Teachers Society, 2010; Davis,Stullenbarger, Dearman and Kelley, 2005; EdCaN, 2008; International Council of Nurses, 2005;Kalb, 2008; National League for Nursing, 2003, 2005; and others – see References). A reviewof research articles examining the competence and preparation of the health practitioner facultyand competence of teachers of nursing, medicine and physical therapy, was also undertaken(see Annex 1). This review culminated in the first draft of 28 Nurse Educator Core Competencies.These competencies were then further developed and refined based on input from nurseeducators.2. Global Delphi surveyA Delphi process was used to garner expert input on the essential competencies requiredof nurse educators. For the first round, the 28 nurse educator competency statements wereconverted to survey format using LimeSurvey Version 1.92 , an online OpenSource surveyapplication. A six point Likert-type scale was used to record the level of agreement with eachstatement (strongly disagree, disagree, neutral, agree and strongly agree). Under each statementand at the end of the survey, comment boxes were available for narrative responses. Participants8
N U R SE ED U C ATO R C O R E C O MPET ENCI ESwere asked to provide suggestions for any modifications to the survey format and
education of nurses. A competent nurse educator should have the knowledge, skills and attitudes to adopt new approaches in planning, organizing, implementing and evaluating nurse education programmes. The World Health Organization has developed these Nurse Educator Core Competencies to
not included in these entry-level competencies. These compe-tencies are intended to supplement the core competencies for all nurse practitioners (National Organization of Nurse Prac-titioner Faculties, 2017), as well as population-focused nurse practitioner competencies. The final competencies
focused competencies. Competency Area NP Core Competencies Neither Curriculum Content to Support Competencies required nor comprehensive, this list reflects only suggested content specific to the core competencies Scientific Foundation Competencies 1. Critically analyzes data and evidence for improving advanced nursing practice. 2.
focused competencies. Competency Area NP Core Competencies Neither Curriculum Content to Support Competencies required nor comprehensive, this list reflects only suggested content specific to the core competencies Scientific Foundation Competencies 1. Critically analyzes data and evidence for improving advanced nursing practice. 2.
teamwork competencies, strategic action competencies, global awareness competencies, self-management competencies and communication competencies. Strategic action competencies Strategic action competencies refer to the manager’s abilities to grasp the overall strategy of the company and ensure employees’ efforts are in line with the strategy.
3. Core-competencies. The essential competencies that a nurse is expected to possess at entry to advanced nursing practice as an outcome of their nursing education and experience in a specific area of practice in order to provide the public with safe, effective and ethical care. The Scope of Core-Competencies of . an . Advanced Practice Nurse
leaders to define how nursing faculty should be properly prepared to teach (NLN, 2002). Through a comprehensive and rigorous pro-cess of literature review and analysis, the NLN published the Nurse Educator Competencies: Creating an Evidence-Based Practice for Nurse Educators (Halstead, 2007). The NLN Core Competencies
master’s-level education for nurse managers and executives is encouraged. For other advanced practice roles, includ-ing those of the clinical nurse leader, nurse educator, and nurse researcher, a different set of educational requirements exists. The clini-cal nurse leader as a generalist remains a mas-ter’s-level program. For nurse .
Pradeep Sharma, Ryan P. Lively, Benjamin A. McCool and Ronald R. Chance. 2 Cyanobacteria-based (“Advanced”) Biofuels Biofuels in general Risks of climate change has made the global energy market very carbon-constrained Biofuels have the potential to be nearly carbon-neutral Advanced biofuels Energy Independence & Security Act (EISA) requires annual US production of 36 .
