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Items cover teaching strategy selection, educational theory grounding, communication skills, critical thinking modeling, learner development and socialization, assessment and evaluation practices, and curriculum-related responsibilities, with instructions to submit to designated leaders for review and individualized support 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NURSE EDUCATOR COMPETENCIES *  \nPlease rate yourself on each of the following statements that relate to your competence in facilitating student learning and fulfilling the myriad responsibilities of a full-time faculty member. Use the following scale:  \n4 = I am very competent in this area and need little or no guidance  \n3 = I am somewhat competent in this area and will seek out guidance as needed  \n2 = I am not particularly competent in this area and would benefit from guidance from colleagues  \n1 = I am not at all competent in this area and need extensive guidance and support  \nPlease return the completed self-assessment to Dr. Terry Valiga, Director of the DUSON Institute for Educational Excellence, who will review it with you and your assigned “Pedagogical Guide.” Your responses will be used to develop an individualized plan to support you as you strengthen your expertise as a teacher.  \n* The items in this self-assessment questionnaire are taken from the Core Competencies of Nurse Educators with Task Statements developed and published by the National League for Nursing ([http://www.nln.org/facultydevelopment/pdf/corecompetencies.pdf](http://www.nln.org/facultydevelopment/pdf/corecompetencies.pdf)) . Permission to use the competencies for this questionnaire was provided by the National League for Nursing in January 2009.  \n\n| AREA OF COMPETENCY | SELF-RATINGS |  |  |  |\n| --- | --- | --- | --- | --- |\n|  | 4 | 3 | 2 | 1 |\n| FACILITATE LEARNING |  |  |  |  |\n| Implement a variety of teaching strategies appropriate to learner needs, desired learner outcomes, content, and context |  |  |  |  |\n| Ground teaching strategies in educational theory and evidence-based teaching practices |  |  |  |  |\n| Recognize multicultural, gender, and experiential influences on teaching and learning |  |  |  |  |\n| Engage in self-reflection and continued learning to improve teaching practices that facilitate learning |  |  |  |  |\n| Use information technologies skillfully to support the teaching-learning process |  |  |  |  |\n| Practice skilled oral, written, and electronic communication that reflects an awareness of self and others, along with an ability to convey ideas in a variety of contexts |  |  |  |  |\n| Model critical and reflective thinking |  |  |  |  |\n| Create opportunities for learners to develop their critical thinking and critical reasoning skills |  |  |  |  |\n| Show enthusiasm for teaching, learning, and nursing that inspires and motivates students |  |  |  |  |\n| Demonstrate interest in and respect for learners |  |  |  |  |\n\n\n| AREA OF COMPETENCY | SELF-RATINGS |  |  |  |\n| --- | --- | --- | --- | --- |\n|  | 4 | 3 | 2 | 1 |\n| FACILITATE LEARNING (continued) |  |  |  |  |\n| Use personal attributes (e.g., caring, confidence, patience, integrity and flexibility) that facilitate learning |  |  |  |  |\n| Develop collegial working relationships with students, faculty colleagues, and clinical agency personnel to promote positive learning environments |  |  |  |  |\n| Maintain the professional practice knowledge base needed to help learners prepare for contemporary nursing practice |  |  |  |  |\n| Serve as a role model of professional nursing |  |  |  |  |\n| Overall Comments about your ability to Facilitate Learning: |  |  |  |  |\n\n\n| AREA OF COMPETENCY | SELF-RATINGS |  |  |  |\n| --- | --- | --- | --- | --- |\n|  | 4 | 3 | 2 | 1 |\n| FACILITATE LEARNER DEVELOPMENT AND SOCIALIZATION |  |  |  |  |\n| Identify individual learning styles and unique learning needs of international, adult, multicultural, educationally disadvantaged, physically challenged, atrisk, and second degree learners |  |  |  |  |\n| Provide resources to diverse learners that help meet their individual learning needs |  |  |  |  |\n| Engage in effective advisement and counseling strategies that help learners meet their professional goals |  |  |  |  |\n| Create learning environments that are focused on socia","cbCaif3RAcXAD64o","https://ap.wps.com/l/cbCaif3RAcXAD64o","pdf",196389,"English","# Facilitating Learning\n## Teaching strategies and educational grounding\n## Communication, reflection, and learner engagement\n## Learner respect and role modeling\n# Facilitating Learner Development and Socialization\n## Advising, counseling, and learning environments\n## Cognitive, psychomotor, and affective development\n## Professional behaviors and self/peer evaluation\n# Using Assessment and Evaluation Strategies\n## Evidence-based assessment practices\n## Feedback and clinical assessment tools\n# Participate in Curriculum Design and Evaluation of Program Outcomes","[{\"question\":\"How should nurse educators rate their competencies on this questionnaire?\",\"answer\":\"Use the provided 1–4 scale: 4 indicates very competent with little or no guidance, while 1 indicates not competent and requiring extensive guidance and support.\"},{\"question\":\"Where are the self-assessment responses submitted, and what happens next?\",\"answer\":\"Completed self-assessments are returned to Dr. Terry Valiga for review with the assigned “Pedagogical Guide.” Responses are used to create an individualized support plan for strengthening teaching expertise.\"},{\"question\":\"Which areas of competency are included in the self-assessment?\",\"answer\":\"The questionnaire includes competencies for facilitating learning, facilitating learner development and socialization, using assessment and evaluation strategies, and participating in curriculum design and evaluation of program outcomes.\"}]","SELF-ASSESSMENT OF NURSE EDUCATOR COMPETENCIES - Duke University School of Nursing | PDF",1789941008,25]