A Quantitative Research Design to Assess the Preparedness of Omani Novice Nurse Educators to Assume the Role of Faculty

The nature of the nurse educators'role has also been changed over the past decade and has been characterized by complexity and diverse circumstances. Novice educators undergo significant challenges in the transition to academia.¹⁸ This suggests the need to facilitate their transition and development in nursing education, and also ensure that they are adequately prepared for the faculty. ¹⁴ The aim of this to assess Omani novice nurse educator's preparedness to assume the role of faculty.

A quantitative, descriptive design. A purposive sample of Omani novice nurse educators was recruited. The data was collected by a Nursing Education Competence Inventory (NECI) tool.

Five competencies indicating novice nurse educators’ preparedness: facilitate learning, use evaluation strategies, participate in curriculum design, function as change agent, and develop an educator role (p=0.001). From those competencies, facilitating learning competency and assessment and evaluation competency found to be the significant predictors for the preparedness (p=0.001). The results suggested that 53% of the Omani novice nurse educators demonstrated nurse educators’ competencies.

Only 53% of the Omani novice nurse educators showed preparedness and demonstrated nurse educators’ competencies. This suggests that appropriate plans to improve novice educators’ development must be developed to ease their socialization within nursing education.