Faculty Practice Competencies: Nurse Educators' Perceptions

Abstract

In recent years the importance of practice as an integral part of the faculty role has been receiving greater attention. Traditionally, nursing faculty teach students in classroom and or clinical settings but do not engage in clinical practice themselves. Just as Nichols (1985) has stated, "When we teach but do not touch, we lose our specialized competence" (p. 85), many faculty members feel that they must remain clinically competent because they cannot teach what they no longer practise. This has prompted many university nursing programs to place practice as one component of the faculty role along with teaching, research and service. Faculty practice is not universal. In some institutions it is mandatory, while in others it is optional. Community colleges in Ontario have no system of faculty practice in place. It is generally assumed that those who teach in clinical settings are clinically competent. Yet what constitutes faculty practice competencies is not noted in the literature. In one study (Yonge, 1986), it was found that faculty members did not view clinical competence as a simple and concrete behaviour. Instead they associated it with "evaluation, delivery style, prioriz-ing of content, climate, selection of materials, assignments and relationships with students and nursing staff" (p.23). This survey grew out of the need to identify specific clinical competencies required by nurse faculty members in order to meet their multiple role demands. Nursing faculty at universities and community colleges in Ontario were asked to rate and rank the practice competencies for a beginning nurse educator and give their opinions regarding this aspect of their roles.