{"title":"Factors associated with critical reflection competency among clinical nurse educators","authors":"Sujin Shin, MiJi Lee, Eunmin Hong","doi":"10.1016/j.teln.2024.05.008","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><p>Critical reflection competency enables clinical nurse educators to effectively train new nurses to integrate their experiences, skills, and knowledge into clinical practice. Thus, enhancing this competency is imperative. This study aimed to identify the factors associated with critical reflection competency among clinical nurse educators.</p></div><div><h3>Methods</h3><p>A descriptive correlational study was conducted. A total of 308 clinical nurse educators participated. An online survey assessed their critical reflection competency, competency as clinical nurse educators, metacognition, nursing organizational culture, and job satisfaction. Multiple regression analysis was conducted using SPSS 29.0 to determine the factors associated with critical reflection competency.</p></div><div><h3>Results</h3><p>Critical reflection competency significantly varied by educational degree (F=3.185, p=.024) and clinical experience (F = 2.967, p=.020). The factors associated with critical reflection were metacognition (β=.457, p<.001), and job satisfaction (β=.312, p<.001).</p></div><div><h3>Conclusion</h3><p>The study highlights metacognition and job satisfaction as significant determinants of critical reflection competency among clinical nurse educators. This underscore the importance of developing and implementing targeted educational programs to bolster these educators' competencies, potentially enriching nursing education and practice.</p></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"19 4","pages":"Pages e630-e637"},"PeriodicalIF":1.9000,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching and Learning in Nursing","FirstCategoryId":"1085","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1557308724001069","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"NURSING","Score":null,"Total":0}
引用次数: 0
Abstract
Background
Critical reflection competency enables clinical nurse educators to effectively train new nurses to integrate their experiences, skills, and knowledge into clinical practice. Thus, enhancing this competency is imperative. This study aimed to identify the factors associated with critical reflection competency among clinical nurse educators.
Methods
A descriptive correlational study was conducted. A total of 308 clinical nurse educators participated. An online survey assessed their critical reflection competency, competency as clinical nurse educators, metacognition, nursing organizational culture, and job satisfaction. Multiple regression analysis was conducted using SPSS 29.0 to determine the factors associated with critical reflection competency.
Results
Critical reflection competency significantly varied by educational degree (F=3.185, p=.024) and clinical experience (F = 2.967, p=.020). The factors associated with critical reflection were metacognition (β=.457, p<.001), and job satisfaction (β=.312, p<.001).
Conclusion
The study highlights metacognition and job satisfaction as significant determinants of critical reflection competency among clinical nurse educators. This underscore the importance of developing and implementing targeted educational programs to bolster these educators' competencies, potentially enriching nursing education and practice.
期刊介绍：
Teaching and Learning in Nursing is the Official Journal of the National Organization of Associate Degree Nursing. The journal is dedicated to the advancement of Associate Degree Nursing education and practice, and promotes collaboration in charting the future of health care education and delivery. Topics include: - Managing Different Learning Styles - New Faculty Mentoring - Legal Issues - Research - Legislative Issues - Instructional Design Strategies - Leadership, Management Roles - Unique Funding for Programs and Faculty
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