Kontakt 2021, 23(1):52-57 | DOI: 10.32725/kont.2020.035

Requirements for teachers in the context of postgraduate nursing education: Polish experiencesNursing - Original article

Dorota Ozga1*, Wioletta Mędrzycka-Dąbrowska2, Aleksandra Gutysz-Wojnicka3, Asta Heikkilä4, Leena Salminen4
1 University of Rzeszow, College of Medical Sciences, Institute of Health Sciences, Rzeszow, Poland
2 Medical University in Gdansk, Department of Anaesthesiology Nursing and Intensive Care, Gdansk, Poland
3 University of Warmia and Mazury in Olsztyn, Collegium Medicum, School of Public Health, Olsztyn, Poland
4 University of Turku, Department of Nursing Science, Turku, Finland

The competency of nurse teachers and collaboration between nurse educators, nurse leaders and mentors are crucial for achieving high-quality Evidence-Based nursing education. The profession of a nurse teacher is one of public trust and it requires the integration of skills, attitudes, standards, and theoretical knowledge as well as awareness of individual, organisational and social circumstances. The data were collected via email using a structured questionnaire (A Tool for the Evaluation of Requirements of a Nurse Teacher). The respondents' evaluation of the professional competencies and the overall rating correlated with their age. Older age corresponded to higher scores in professional and teaching competencies, in personality factors, and to a higher general ERNT score (p = 0.019). The lowest scores were awarded for teaching competencies - which shows that postgraduate education should be more closely monitored in this respect. The tool for the Evaluation of Requirements of a Nurse Teacher (ERNT) designed for the needs of nurse education can also be implemented in the evaluation of postgraduate education of nurses and midwives.

Keywords: Polish version of ERNT; Postgraduate nursing education; Psychometric properties

Received: May 28, 2020; Revised: July 20, 2020; Accepted: September 21, 2020; Prepublished online: September 29, 2020; Published: March 3, 2021  Show citation

ACS AIP APA ASA Harvard Chicago Chicago Notes IEEE ISO690 MLA NLM Turabian Vancouver
Ozga D, Mędrzycka-Dąbrowska W, Gutysz-Wojnicka A, Heikkilä A, Salminen L. Requirements for teachers in the context of postgraduate nursing education: Polish experiences. Kontakt. 2021;23(1):52-57. doi: 10.32725/kont.2020.035.
Share...
Download citation
  • BibTeX (.bib)
  • Bookends (.ris)
  • EasyBib (.ris)
  • EndNote (.enw)
  • EndNote 8 (.xml)
  • ISI WoS (.isi)
  • Medlars (.medlars)
  • Mendeley (.ris)
  • MODS (.xml)
  • Papers (.ris)
  • RefWorks (.txt)
  • RefManager (.ris)
  • RIS (.ris)
  • MS Word (.xml)
  • Zotero (.ris)
    • Open full article

    Attachments

    Download fileKONT_Ozga_622_035_appendix.pdf

    File size: 360.81 kB

    References

    1. Act on professions of nurse and midwife (2011), with subsequent changes (in Polish). [online] [cit. 2020-08-31]. Available at: http://isap.sejm.gov.pl/isap.nsf/download.xsp/WDU20111741039/U/D20111039Lj.pdf
    2. Aiken LH, Clarke SP, Cheung RB, Sloane DM, Silber JH (2003). Educational levels of hospital nurses and surgical patient mortality. JAMA 290(12): 1617-1623. DOI: 10.1001/jama.290.12.1617. Go to original source... Go to PubMed...
    3. Baxter R, Edvardsson D (2018). Impact of a critical care postgraduate certificate course on nurses' self-reported competence and confidence: A quasi-experimental study. Nurse Educ Today 65: 156-161. DOI: 10.1016/j.nedt.2018.03.004. Go to original source... Go to PubMed...
    4. Centre of Postgraduate Education of Nurses and Midwives (2017a). Training programme for the specialist training in anaesthesia and intensive care nursing. Warsaw (in Polish). [online] [cit. 2020-05-26]. Available at: http://www.ckppip.edu.pl/uploads/docs/Programy_ksztalcenia/Szkolenia%20specjalizacyjne_1/Pi el%C4%99gniarstwo%20anestezjologiczne%20i%20intensywnej%20opieki.pdf
    5. Centre of Postgraduate Education of Nurses and Midwives (2017b). Training programme for the specialised course on cardiopulmonary resuscitation. Warsaw (in Polish). [online] [cit. 2020-04-27]. Available at: http://www.ckppip.edu.pl/uploads/docs/Programy_ksztalcenia/kursy_specjalistyczne_3/Resuscytacja%20krazeniowo-oddechowa.pdf
    6. Doughty L, McKillop A, Dixon R, Sinnema C (2018). Educating new graduate nurses in their first year of practice: The perspective and experiences of the new graduate nursesand the director of nursing. Nurse Educ Pract 30: 101-105. DOI: 10.1016/j.nepr.2018.03.006 . Go to original source... Go to PubMed...
    7. Gardner A, Gardner G, Coyer F, Gosby H ( 2016). Educating for health service reform: clinical learning, governance and capability - a case study protocol. BMC Nurs 15: 32. DOI: 10.1186/s12912-016-0152-8. Go to original source... Go to PubMed...
    8. Göncz L (2017). Teacher personality: a review of psychological research and guidelines for a more comprehensive theory in educational psychology. Open Review of Educational Research (4)1: 75-95. DOI: 10.1080/23265507.2017.1339572. Go to original source...
    9. Heikkilä A, Hupli M, Katajisto J, Leino-Kilpi H (2018). Finnish graduating nursing students' research utilization competence. J Nurs Educ Pract 8(8): 119-127. DOI: 10.5430/jnep.v8n8p119. Go to original source...
    10. Ilic D, Harding J, Allan C, Diug B (2016). What are the attributes of a good health educator? Int J Med Educ 7: 206-211. DOI: 10.5116/ijme.5765.0b6a. Go to original source... Go to PubMed...
    11. Kinsella D, Fry M, Zecchin A (2018). Motivational factors influencing nurses to undertake postgraduate hospital-based education. Nurse Educ Pract 31: 54-60. DOI: 10.1016/j.nepr.2018.04.011. Go to original source... Go to PubMed...
    12. Koivula M, Tarkka MT, Simonen M, Katajisto J, Salminen L (2011). Research utilization among nursing teachers in Finland: a national survey. Nurs Educ Today 31(1): 24-30. DOI: 10.1016/j.nedt.2010.03.008. Go to original source... Go to PubMed...
    13. McKillop A, Doughty L, Atherfold Ch, Shaw K (2016). Reaching their potential: Perceived impact of a collaborative academic-clinical partnership programme for early career nurses in New Zealand. Nurs Educ Today 36: 145-151. DOI: 10.1016/j.nedt.2015.09.005. Go to original source... Go to PubMed...
    14. Mikkonen K, Ojala T, Sjögren T, Piirainen A, Koskinen C, Koskinen M, et al. (2018). Competence areas of health science teachers - a systematic review of quantitative studies. Nurs Educ Today 70: 77-86. DOI: 10.1016/j.nedt.2018.08.017. Go to original source... Go to PubMed...
    15. Mogan J, Knox JE (1987). Characteristics of 'best' and 'worst' clinical teachers as perceived by university nursing faculty and students. J Adv Nurs 12(3): 331-337. DOI: 10.1111/j.1365-2648.1987.tb01339.x. Go to original source... Go to PubMed...
    16. Ng L, Eley R, Tuckett A (2016). Exploring factors affecting registered nurses' pursuit of postgraduate education in Australia. Nurs Health Sci 18(4): 435-441. DOI: 10.1111/nhs.12289. Go to original source... Go to PubMed...
    17. Numminen O, van der Arend A, Leino-Kilpi H (2009). Nurse educators' and nursing students' perspectives on teaching codes of ethics. Nurs Ethics 16(1): 69-82. DOI: 10.1177/0969733008097991. Go to original source... Go to PubMed...
    18. Nyhagen R, Strøm A (2016). Postgraduate students' perceptions of high-quality precepting in critical care nursing. Nurs Educ Pract 21: 16-22. DOI: 10.1016/j.nepr.2016.09.002. Go to original source... Go to PubMed...
    19. Oermann MH, Yarbrough SS, Saewert KJ, Ard N, Charasika ME (2009). Clinical evaluation and grading practices in schools of nursing: national survey findings part II. Nurs Educ Perspect 30(6): 352-357.
    20. Ordinance of the Minister of Health no. 497, on the type and scope of preventive, diagnostic, therapeutic and rehabilitation services provided by a nurse or a midwife independently
    21. without a doctor's order (2017) (in Polish). [online] [cit. 2031-08-31]. Available at: http://www.oipip.pila.pl/images/rozp._MZ_497.pdf
    22. Pitkänen S, Kääriäinen M, Oikarainen A, Tuomikoski AM, Elo S, Ruotsalainen H, et al. (2018). Healthcare students' evaluation of the clinical learning environment and supervision - a cross-sectional study. Nurse Educ Today 62: 143-149. DOI: 10.1016/j.nedt.2018.01.005. Go to original source... Go to PubMed...
    23. Rautiainen E, Vallimies-Patomäki M (2016). A review of the organization, regulation, and financing practices of postgraduate education in clinical nursing in 12 European countries. Nurse Educ Today 36: 96-104. DOI: 10.1016/j.nedt.2015.08.004. Go to original source... Go to PubMed...
    24. Salminen L (2000). Hoitotyön opettajan muotokuva - opettajaan kohdistuvat vaatimukset ja niiden arvionti [Portrait of a nurse teacher - requirements for teachers evaluated]. Doctoral dissertation. Annales Universitatis Turkuensis. Sarja - Ser. C Osa - Tom. 158. Scripta Lingua Fennica Edita. Turku.
    25. Salminen L, Melender HL, Leino-Kilpi H (2009). The competence of student nurse teachers. Int J Nurs Educ Scholars 6(1): 35. DOI: 10.2202/1548-923X.1803. Go to original source... Go to PubMed...
    26. Salminen L, Minna S, Sanna K, Jouko K, Leino-Kilpi H (2013). The competence and the cooperation of nurse educators. Nurs Educ Today 33(11): 1376-1381. DOI: 10.1016/j.nedt.2012.09.008. Go to original source... Go to PubMed...
    27. Salminen L, Stolt M, Saarikoski M, Suikkala A, Vaartio H, Leino-Kilpi H (2010). Future challenges for nursing education - European perspective. Nurs Educ Today 30(3): 233-238. DOI: 10.1016/j.nedt.2009.11.004. Go to original source... Go to PubMed...
    28. Scully NJ (2011). The theory-practice gap and skill acquisition: an issue for nursing education. Collegian. 18(2): 93-98. DOI: 10.1016/j.colegn.2010.04.002. Go to original source... Go to PubMed...
    29. Ślusarska B, Zarzycka D, Dobrowolska B, Marcinowicz L, Nowicki G (2018). Nursing education in Poland - The past and the new development perspectives. Nurs Educ Pract 31: 118-125. DOI: 10.1016/j.nepr.2018.05.010. Go to original source... Go to PubMed...
    30. Wangensteen S, Finnbackk E, Adolfsson A, Kristjansdottir G, Roodbol P, Ward H, Fagerström E (2018). Postgraduate nurses' self-assessment of clinical competence and need for further training. A European cross-sectional survey. Nurs Educ Today 62: 101-106. DOI: 10.1016/j.nedt.2017.12.020. Go to original source... Go to PubMed...
    31. WHO (2016). Nurse educator core competencies. [online] [cit. 2019-12-20]. Available at: https://www.who.int/hrh/nursing_midwifery/nurse_educ_core_competencies/en/
    32. Zamanzadeh V, Jasemi M, Valizadeh L, Keogh B, Taleghani F (2015). Effective factors in providing holistic care: a qualitative study. Indian J Palliat Care 21(2): 214-224. DOI: 10.4103/0973-1075.156506. Go to original source... Go to PubMed...
    33. Zlatanovic T, Havnes A, Mausethagen S (2017). A Research Review of Nurse Teachers' Competencies. Vocations and Learning 10: 201-233. DOI: 10.1007/s12186-016-9169-0. Go to original source...

    This is an open access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0), which permits non-comercial use, distribution, and reproduction in any medium, provided the original publication is properly cited. No use, distribution or reproduction is permitted which does not comply with these terms.


    Return to the content