Self-assessment competencies of nurse educators in Thailand showed the need to improve training in curricular development and management
14
Issued Date
2025-08-01
Resource Type
ISSN
02606917
eISSN
15322793
Scopus ID
2-s2.0-105000562069
Journal Title
Nurse Education Today
Volume
151
Rights Holder(s)
SCOPUS
Bibliographic Citation
Nurse Education Today Vol.151 (2025)
Suggested Citation
Granger J., Junsawang C., Butsing N., Visudtibhan P.J., Thadakant S., Tunksakool J. Self-assessment competencies of nurse educators in Thailand showed the need to improve training in curricular development and management. Nurse Education Today Vol.151 (2025). doi:10.1016/j.nedt.2025.106704 Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/108560
Title
Self-assessment competencies of nurse educators in Thailand showed the need to improve training in curricular development and management
Author's Affiliation
Corresponding Author(s)
Other Contributor(s)
Abstract
Background: Nurse educators (NEs) who teach in classes and clinics of baccalaureate programs play a crucial role in inculcating and preparing novice nurses to meet the demands of healthcare and global changes. NEs' competencies should be maintained to enhance their professional efficacy and excellence in nursing education. Aims: To examine the self-assessment competencies of Thai NEs and the association between demographic variables, pre-competency experiences, and competency scores. Methods: A cross-sectional online study was conducted to recruit current NEs who experienced at least 1 year in Thailand between September and October 2022. The World Health Organization (WHO) competency assessment was used to assess the eight core competencies of NEs. Demographic data and pre-competency experiences were collected, including awareness and attitudes toward their competency. Descriptive and inferential statistics were used to analyze data. Results: 349 NEs completed the survey; 47.4 % had a doctoral degree. Most participants worked at universities (59.1 %). The total mean competency was 3.86 ± 0.55 out of 5. The highest mean self-assessment competency was nursing knowledge and practice (4.37 ± 0.63), and the lowest score was curriculum design and management (2.87 ± 0.32). NEs with a doctoral degree had significantly higher mean scores in all competencies (p < 0.05). Those with more teaching experience had significantly higher competency scores in conducting research, ethical and professionalism, and nursing curriculum monitoring and evaluation (p < 0.05). NEs who received education training had a higher competency mean score of theories and principles of adult learning and ethical and legal principles and professionalism (p < 0.05). NEs who worked in a university had higher scores in conducting research and demonstrated ethical, legal, and professionalism (p < 0.05). Conclusion: This is the first study in Thailand using the eight competencies developed by the WHO for the competencies of NEs and should be supported in pursuing doctoral degrees. Regular NE training and resources should be provided to enhance competencies.