Australian Nursing Educator Professional Practice Standards

Background

BACKGROUND TO THE NURSING EDUCATOR STANDARDS

The Australian Nurse Teachers' Society ( ANTS) is a professional group, with membership representing nursing educators in all practice settings, such as academic and clinical. ANTS seeks to promote professionalism in nursing practice and to raise critical issues related to teaching the discipline of nursing. ANTS has a commitment to the belief that the competence of nursing educators is a crucial issue, not only for the nursing profession but for employers, governments and the community. As part of this commitment ANTS developed and made available a set of competencies to guide educator practice in 1994, which has been revised and updated since this time.

History of the ANTS Standards: The Nurse Teacher Competencies 1994

In early 1993, a decision was taken by the Council of ANTS to formulate national competencies for nurse teachers in line with the Society's objectives. The focus of the project was to:

The consultative process began with a steering committee of twenty members, representing nurse teachers from the hospital and community sectors, tertiary institutions (including university, TAFE, and the NSW College of Nursing). Teachers were from rural and metropolitan health organizations. A literature search was conducted and the steering committee met monthly, with each member consulting widely with other health professionals in order to determine, by consensus, the competencies required of a professional nurse teacher. Throughout this time, issues related to the philosophical aspects of nurse teacher roles and functions were enthusiastically debated. Several weekend workshops were held to finalise the first draft of ten competencies. In New South Wales, these draft competencies were approved for distribution by the ANTS Council in August 1994.

This first draft was then distributed across all nurse teacher sectors throughout the state via a Delphi technique. The responses from nurse teachers provided a wide variety of opinions which were summarized and distributed for a second round of comments from a wider community of nurse teachers in the health sector. This resulted in the collation of pertinent data and revision of the teacher competency standards in December 1996.

1997 Australian Nurse Teacher Competencies

Click here to download an Adobe PDF version of the ANTS Teacher Competencies (1997)

Review of the 1997 Australian Nurse Teacher Competencies: The beginning, 2007

During 2007 ANTS sought feedback from nursing educators regarding Nurse Teacher competencies to see if they reflected current nurse education practice. At that time no changes to the competencies were proposed.

Review of the 1997 Australian Nurse Teacher Competencies: Development 2009-2010

Further feedback was gained from a variety of nurses involved in nurse education resulting in a decision for ANTS to fund a review of the Australian Nurse Teacher competencies. There had not been a review since their adoption in 1999, and with the changes in education and nursing practice there was a need to ensure the competencies reflected current nursing educator practice.The 1997 competencies were then revised, and a similar framework to the national competencies for Registered nurses was used: three main domains with accompanying competencies for each domain.

A nation-wide consultative process was used that included focus groups, on-line and mailed surveys, feedback, and modification using an Action Research method. Following feedback the competencies were arranged in Domains, to be consistent with the ANRAC competency structure. The competencies were reworded to increase clarity. Aspects such as technology, cultural sensitivity, and educational processes were included and the focus on curriculum and academic elements were decreased.

The Australian Nurse Teacher Professional Practice Standards 2010

Following the review the revised competencies was published in Apr 2010 under the title of 'The Australian Nurse Teacher Competencies'. In 2014 to be consistent with the changing discourse around competencies ANTS decided to change the name from "competencies" to "professional practice standards" with the rest of the document remaining unchanged, therefore it retained the 2010 publishing date. The word 'teacher' was retained to reflect the organization's name.

Click here to download an Adobe PDF version of the ANTS Teacher Professional Practice Standards (2010)

Review of the Australian Nurse Teacher Professional Practice Standards: 2022-2024

It was over 10 years since the Australian Nurse Teacher Professional Practice Standards were last reviewed. Changes had occurred in education during that time, especially in response to the COVID-19 pandemic, so the ANTS National Committee thought it was timely to consider whether the standards were still relevant to nursing education practice today. A team from the ANTS National Committee, including the then president, Dr Julie Shaw, developed the review plan and achieved ethical approval though Western Sydney University to undertake the review. ANTS provided funding for the project.

A scoping review was first undertaken to map relevant nursing education standards to determine gaps and commonalities in the literature. The current standards were reviewed though a modified Delphi process that consisted of two online surveys sent to an expert group of nursing educators, and two Zoom focus groups of nursing educators from any setting or with any level of experience. The study sought consensus from the expert group who were asked their level of agreement to the relevance of each statement to nursing educators in any setting or level of experience.

Results from the first Delphi round showed high levels of agreement on all standards’ statements, indicating the 2010 standards were still relevant today. There were comments made in the surveys and focus groups that indicated some wording changes and inclusion of some other concepts, such as sustainability, should be included. Comments were also made that some context was needed around the statements. The feedback and scoping review results informed the changes that were included in the second-round survey. There remained high agreement (>80%) on all statements in the second survey, with several statements having 100% agreement. The second survey also asked for agreement to a suggested name change. For many years there has been discussion at conferences and ANTS' AGMs around the use of the word ‘teacher’ in the Society’s name and standards, as many members considered the term restrictive. There was a high level of agreement in the Delphi survey to change the name of the standards to - "The Australian Nursing Educator Professional Practice Standards". The word 'nursing' was used rather than 'nurse' to avoid confusion with some position titles in some states of Australia.

As well as the production of new standards the review team will produce two journal articles: one regarding the Delphi study and one about the scoping review. An abstract has also been submitted for the Council of Nursing and Midwifery Deans’ Symposium to be held in July 2024 to showcase the new standards.

The Australian Nursing Educator Professional Practice Standards 2024

The 2024 Australian Nursing Educator Professional Practice Standards (the 'Standards) consist of 3 major domains, with core standards and standard statements. New to the 2024 Standards are the 'cues' given for each standard statement to give context for the statements to help clarify the standards' statements for educators. The Standards were developed for all nursing educators, regardless of the setting in which they work, their role, or their level of experience in nursing education. When applying the Standards, educators, managers, and policymakers should consider the educational context of the nursing educator and apply those relevant to the individual practice context.

 The final standards document will be available on the ANTS’ website soon.

(last updated 7 May 2024)

2024 - Standards

2024 - Standards

2010 - Standards

AUSTRALIAN NURSE TEACHER PROFESSIONAL PRACTICE STANDARDS - Developed Apr 2010

DOMAIN 1 TEACHING AND LEARNING:

The core role of the educator is to facilitate learning. Educators may work in a variety of context tertiary educational facilities, hospitals, community. Learners may be students, clinical staff, clients or other staff members.

C1.1 Plans quality learning experiences and programmes which support education and nursing practice

C1-2 Plans effective teaching strategies which facilitate learning

C1-3 Implements facilitation strategies to support learners

C1-4 Evaluates learning experiences and programmes in relation to learner needs and nursing outcomes

DOMAIN 2 COMMUNICATION:

Educators need to be effective communicators in all areas of educational practice

C2-1 Demonstrates effective communication and interpersonal skills at an advanced level

DOMAIN 3 PROFESSIONAL PRACTICE:

Educators are required to demonstrate advanced professional practice competencies dependent on their context of educational practice.

C3-1 Demonstrates advanced nursing knowledge and expertise in the context of teaching

C3-2 Displays management and leadership skills in shaping and implementing change

C3-3 Demonstrates a commitment to research and scholarship

1997 - Competencies

AUSTRALIAN NURSE TEACHERS SOCIETY INC.

NURSE TEACHER COMPETENCY STANDARDS

DEFINITION OF A NURSE TEACHER

A NURSE TEACHER:

ELEMENT

1.1      Demonstrates a knowledge of Australian society, its diversity of cultures, values and beliefs

           PERFORMANCE CRITERIA

           a)     Involvement with community interest groups regarding health and education

           b)     Acts to support health care in a multicultural society

           c)     Encourages the expression and exchange of multicultural views

ELEMENT

1.2      Demonstrates knowledge of the health needs of society

           PERFORMANCE CRITERIA

           a)     Recognises the health and education needs of special groups

           b)     Demonstrates application of State and National strategies that have implications for health and education

           c)     Fosters intersectoral collaboration

ELEMENT

1.3      Integrates nursing philosophy into educational strategies that best meet the health needs of society

           PERFORMANCE CRITERIA

           a)     Uses a nursing framework in planning courses and programs

           b)     Acts as a role model in assisting learners to meet client's health outcomes

           c)     Reflects mission statement in educational documentation

ELEMENT

1.4      Anticipates future social and professional trends in order to initiate and manage educational change

           PERFORMANCE CRITERIA

           a)     Assesses trends using multiple data sources

           b)     Writes submissions based on previously gathered research data

           c)     Develops and/or modifies educational strategies to incorporate identified trends and entrepreneurial opportunities

ELEMENT

1.5      Contributes to decision and policy making mechanisms in aligning organisational goals with developments in education and technology

           PERFORMANCE CRITERIA

           a)     Works within the organisation's mission, strategic plan and performance criteria

           b)     Participates in organisation's committee structure

           c)     Promotes education as an integral component of all organisational goals

           d)     Promotes healthy life styles through health promotion programs

ELEMENT

2.1      Advances professional knowledge through self-development, reflective practice, research and collaboration with professional colleagues

           PERFORMANCE CRITERIA

           a)     Uses and undertakes research to enhance professional development of self and others

           b)     Contributes to theory development in the nursing paradigm

           c)     Establishes interactive and professional relationships

ELEMENT

2.2      Is cognisant of current professional thought through involvement with professional and industrial organisations

           PERFORMANCE CRITERIA

           a)     Anticipates, interprets and responds to policy documents that have implications for health and education

           b)     Participates actively in professional organisations

           c)     Subscribes and/or contributes to professionally relevant journals

ELEMENT

2.3      Contributes to the promotion of nursing and nurse education interests in political arenas

           PERFORMANCE CRITERIA

           a)     Supports professional political action

           b)     Develops political strategies

           c)     Lobbies decision makers

           d)     Forms coalitions to enhance and exert influence

           e)     Participates in government initiatives and/or working parties

ELEMENT

2.4      Embodies the Codes of Conduct and Ethics endorsed by the nursing profession

           PERFORMANCE CRITERIA

           a)     Demonstrates professional standards in the ethical conduct of teaching practice

           b)     Provides / identifies professional role models to assist learner socialisation

           c)     Demonstrates responsible professional attributes, appropriate for the intellectual and social development of colleagues

           d)     Promotes and participates in the development and review of standards / codes relevant to the discipline of nursing

ELEMENT

3.1      Plans health programs that consider the social, political and economic environment of all stakeholders in the context within which education occurs

           PERFORMANCE CRITERIA

           a)     Identifies stakeholders

           b)     Constructs and conducts comprehensive needs analyses using appropriate research methodologies

           c)     Works within a framework that incorporates strategies for efficient management of time and resources

           d)     Monitors and reviews nursing programs to ensure congruence with organisational goals

           e)     Works within the quality management framework of the organisation

           f)     Develops and uses quality management strategies

ELEMENT

3.2      Uses leadership skills to ensure the provision of quality educational programs that support current nursing, education, practice and research

           PERFORMANCE CRITERIA

           a)     Assesses and selects effective and innovative leadership/teaching styles

           b)     Develops and/or participates in systems for:

           -     management review

           -     peer review

           -     program review

           c)     Responds to feedback by modifying leadership styles appropriately

           d)     Fosters personal and professional development in others

           e)     Enhances team building

ELEMENT

4.1      Contributes to the development of curriculum, incorporating professional standards, attitudes and values that reflect contemporary nursing practice

           PERFORMANCE CRITERIA

           a)     Applies appropriate educational and nursing theory to curriculum frameworks

           b)     Incorporates standards governing nursing practice

           c)     Develops or modifies an evaluative model that reflects curriculum philosophy, process and outcome

ELEMENT

4.2      Fosters collaborative practice in the curriculum development process

           PERFORMANCE CRITERIA

           a)     Demonstrates effective leadership skills during the process of curriculum development

           b)     Collaborates with nursing experts, other health service groups and providers regarding curriculum content

           c)     Uses professional network and liaison strategies to ensure a viable curriculum outcome

           d)     Develops curriculum documentation to reflect professional accreditation criteria

ELEMENT

4.3      Ensures that learner centred principles are incorporated in curriculum development

           PERFORMANCE CRITERIA

           a)     Acknowledges that learners are adults

           b)     Incorporates strategies to foster learner centered teaching and learning

           c)     Instigates strategies that allow flexibility in program development

           d)     Incorporates principles of EEO and anti-discrimination

ELEMENT

4.4      Establishes monitoring and review practices within the curriculum process to ensure successful outcomes

           PERFORMANCE CRITERIA

           a)     Monitors resource utilization

           b)     Keeps to time lines

           c)     Provides opportunities for reflection and collaboration with peers and learners

           d)     Conducts ongoing and regular review of curriculumprocesses

ELEMENT

5.1      Uses a variety of educational and learning experiences to achieve curriculum intent

           PERFORMANCE CRITERIA

           a)     Fosters learning and facilitates human relationships. ( For example: needs analysis, recognition of prior learning, prior experience and learner centred learning. )

           b)     Uses teaching strategies that reflect contemporary educational theory and practice

ELEMENT

5.2      Plans and conducts the educational experience in an environment that encourages learning

           PERFORMANCE CRITERIA

           a)     Prioritises resources within constraints

           b)     Encourages learner inquiries and input

           c)     Seeks and facilitates learner participation in curriculum implementation

           d)     Sensitively incorporates humour in learning processes

           e)     Networks with key personnel

ELEMENT

5.3      Manages and maintains teaching resources

           PERFORMANCE CRITERIA

           a)     Uses internal and external resources appropriately

           b)     Develops expertise in using educational technology

           c)     Complies with all relevant statutes and regulations

           d)     Selects appropriate learner resources

           e)     Safeguards the rights of patients and others used to enhance teaching strategies

ELEMENT

5.4      Recognises workplace opportunities and constraints when implementing programs

           PERFORMANCE CRITERIA

           a)     Transforms transient clinical events into educationally sound experiences

           b)     Adapts programs appropriate to workplace and learner needs

           c)     Schedules programs to optimise economies of scale

           d)     Liaises with workplace personnel to facilitate program implementation

           e)     Practices the principles inherent in occupational health and safety guidelines

ELEMENT

6.1      Demonstrates expert nursing knowledge and practice as a basis for effective teaching

PERFORMANCE CRITERIA

           a)     Uses education theory relating to learning and human behaviour

           b)     Demonstrates expert and current knowledge in the given subject

           c)     Clarifies nursing knowledge with the learner prior to procedure

           d)     Maintains credibility with learners through current information, skills, values and attitudes

           e)     Gives constructive feedback on learner performance

           f)     Encourages professional inquiry

           g)     Provides and promotes effective nursing roles for all levels of health care and health education

           h)     Engages in and promotes reflective practice

ELEMENT

6.2      Plans and implements effective teaching/learning sessions

           PERFORMANCE CRITERIA

           a)     Employs appropriate educational theory as a framework for teaching

           b)     Ensures that the strategies and resources chosen support the aims and objectives or goals of the topic

           c)     Provides relevant course information to learners

           d)     Applies educational strategies or methods that facilitate learning ( That is, macro teaching strategies )

           e)     Demonstrates accuracy and currency of skills, displaying appropriate attitudes and values

           f)     Demonstrates variability in teaching strategies appropriate to the context of learning ( That is, micro teaching strategies)

           g)     Engenders confidence and trust through role modelling

           h)     Structures the teaching/learning environment to allow for transfer of theoretical knowledge and skill to the practical situation

           i)     Adapts teaching strategies to provide relevant and situational learning

           j)     Fosters learner's positive self-esteem

           k)     Provides opportunities for a supportive relationship with learners

ELEMENT

6.3      Fosters independence in learner approaches to learning, growth, development and change

           PERFORMANCE CRITERIA

           a)     Motivates learners through own enthusiasm and communication skills

           b)     Ensures own accessibility and support to learners

           c)     Incorporates principles of adult learning

ELEMENT

6.4      Monitors progress and provides feedback and counselling to learners regarding educational achievements/needs

           PERFORMANCE CRITERIA

           a)     Facilitates effective briefing and debriefing of learners on educational encounters

           b)     Establishes and maintains effective liaison and feedback between learners, teachers and the clinical service

           c)     Responds appropriately to learner behaviour

           d)     Counsels learner and/or refers learner to appropriate personnel

ELEMENT

6.5      Evaluates learning outcomes and processes in line with the educational philosophy and curriculum intent

           PERFORMANCE CRITERIA

           a)     Adopts evaluation instruments and procedures that meet the key principles of assessment

           b)     Develops and uses a variety of assessment strategies to evaluate learner progress and satisfaction with educational offering

           c)     Collates, interprets, documents and reports findings to learners, teachers and other stakeholders

           d)     Uses results of learner data to determine the ongoing needs of individual learners

           e)     Displays ethical intent and honesty in the assessment process

ELEMENT

7.1      Uses formal written communication skills to produce effective documentation and feedback to learners and others

           PERFORMANCE CRITERIA

           a)     Writes timely, relevant and effective reports and submissions

           b)     Develops effective teaching resources

           c)     Develops ability in the use of information technology in education and research contexts

ELEMENT

7.2      Uses effective communication skills to achieve learner outcomes

           PERFORMANCE CRITERIA

           a)     Demonstrates therapeutic communication skills in working with patients and learners in clinical teaching

           b)     Instigates conflict resolution as necessary

           c)     Develops public speaking and active listening skills

ELEMENT

8.1      Uses appropriate methods to evaluate the educational process

           PERFORMANCE CRITERIA

           a)     Demonstrates knowledge of current educational evaluation theory

           b)     Uses a multi-dimensional and collaborative focus for evaluation

           c)     Constructs tests and uses appropriate evaluation tools and methods

           d)     Displays ethical intent and honesty in evaluation process

           e)     Evaluates educational programs in relation to:-

           -     community and stakeholder expectations

           -     accreditation criteria

           -     accredited curriculum

           -     current and accepted nursing and education knowledge and research

           f)     Conducts ongoing review of education programs in relation to:

           -     peer review

           -     learner perception

           -     employer perception

           -     teacher perception

           -     customer experience

           -     organisational requirements

ELEMENT

8.2      Uses course evaluation findings to provide feedback to stakeholders and influence further nurse education directions to more effectively meet the health needs of society

           PERFORMANCE CRITERIA

           a)     Demonstrates awareness of changing health needs of society

           b)     Demonstrates awareness of changing education and industrial policy

           c)     Participates in writing submissions to relevant bodies regarding social, health and education needs

           d)     Participates on special interest/government committees

           e)     Writes evaluation reports and disseminates findings to relevant health and education bodies

           f)     Ensures ongoing evaluation of the relationship between program goals and community needs, changes in technology etc.

ELEMENT

8.3      Demonstrates ability to act as a change agent

           PERFORMANCE CRITERIA

           a)     Acts on results of research and evaluation

           b)     Participates in planning and imp lementation of desired changes

           c)     Communicates change intent to teaching / academic personnel

           d)     Uses collaborative strategies to incorporate change into future planning of educational programs

           e)     Demonstrates efficient achievement of outcomes

ELEMENT

9.1      Uses effective human resource management to achieve program outcomes

           PERFORMANCE CRITERIA

           a)     Plans, organises and directs workplace and personnel resources

           b)     Uses appropriately, the skills and knowledge of available staff

           c)     Selects teachers with appropriate nursing / education credentials and experience

           d)     Monitors the efficiency of personnel

           e)     Promotes a work environment that encourages optimum development of staff

ELEMENT

9.2      Uses management skills to plan, allocate and monitor financial resources

           PERFORMANCE CRITERIA

           a)     Works within assigned budget

           b)     Undertakes cost-benefit analyses as appropriate

ELEMENT

9.3      Uses environmental resources appropriately to facilitate educational outcomes

           PERFORMANCE CRITERIA

           a)     Ensures physical resources are well maintained and available

           b)     Promotes a work environment which encourages maximum use of all educational resources

           c)     Prioritises nurse education options according to available resources

           d)     Establishes critical paths and time lines for nursing education projects

ELEMENT

10.1      Incorporates nursing and education research results into nursing and teaching practice

           PERFORMANCE CRITERIA

           a)     Uses established nursing knowledge as a basis for nursing and teaching practice

           b)     Reviews current nursing and education literature and incorporates as appropriate, changes into nurse teaching practice

           c)     Seeks additional resources to initiate nursing research as appropriate

           d)     Promotes research consumerism as a cultural ethos in nursing

           e)     Fosters the development of new nursing knowledge through relevant research

           f)     Contributes to literature on professional nursing and educational issues

ELEMENT

10.2      Promotes reflective practice to initiate and manage change to improve teaching, nursing and health outcomes

           PERFORMANCE CRITERIA

           a)     Incorporates evaluative findings to improve own performance

           b)     Evaluates own practice and engages in peer review

           c)     Encourages evaluation of performance from reflective practice

           d)     Uses reflection on practice as a teaching/learning strategy

           e)     Initiates change based on reflection of clinical and educational / academic practice

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AUSTRALIAN NURSE TEACHERS SOCIETY INC. NURSE TEACHER COMPETENCY STANDARDS

Revised 31 Dec 1996
Endorsed March 1997
© Copyright 1998