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Authors Institution
Hormat Sadat Emamzadeh ghasemi
Mansoureh A. Farahani
Forough Rafii
Iran University of Medical Sciences - Tehran, Vali asr S. School of Nursing & Midwifery
Tehran University of Medical Sciences- Tehran, Tohid Sq. School of Nursing & Midwifery
Theme
7JJ The Teacher
Being at Peace: Beyond the Teaching Competency
Background

Acquiring teaching competency by nurse teachers has an important role in the achievement of nursing students and improving the quality of nursing education. However, few researchers have focused specifically on the process of teaching competency by Iranian nurse teachers. Understanding the acquiring teaching competency process by Iranian nurse teachers could help improvement in nursing education quality.  

Summary of Work

Qualitative research was conducted to determine the process of acquiring teaching competency by nurse teachers in its cultural context and the nursing education in Iran. This study, using grounded methodology and took place in three nursing school in Tehran. Nurse teachers (11) included competent nurse teachers, nurse teacher with more than 30 years experience in nursing education and members of Iranian board of nursing.  Data was generated by semi structured interviews and was analyzed through using constant comparison.

Summary of Results

A theory depicting the core conceptual category of being at peace and its relation to the other four categories was constructed from the data to explain process of acquiring teaching competency of Iranian nurse teachers.

Conclusion

The results can be used to create a peaceful approach as the basis of leading the process of acquiring teaching competency for Iraian nurse teachers.

Take-home Messages

Nurse Teachers possess individual characteristics with dealing with peacefully could easily pass the process of teaching competency acquisition with success and move towards supremacy.

Acknowledgement

The authors would like to thank the participants for their sincere cooperation during the different stages of this
study. The budget for conducting this study was provided by the Faculty of Nursing and Midwifery, Iran
University of Medical Sciences.

References

~Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing
grounded theory (3rd ed.). Thousand Oaks, California: SAGE.

~Holopainen, A., Hakulinen-Viitanen, T., & Tossavainen, K. (2007). Nurse teacherhood: systematic descriptive
review and content analysis. International Journal of Nursing Studies, 44(4), 611.
http://dx.doi.org/10.1016/j.ijnurstu.2006.04.004

~Johnson-Farmer, B., & Frenn, M. (2009). Teaching excellence: What great teachers teach us. Journal of
Professional Nursing, 25(5), 267-272. http://dx.doi.org/10.1016/j.profnurs.2009.01.020

~Little, M. A., & Milliken, P. J. (2007). Practicing what we preach: Balancing teaching and clinical practice
competencies. International Journal of Nursing Education Scholarship, 4(1).
http://dx.doi.org/10.2202/1548-923X.1305

~Thornlow, D. K., & McGuinn, K. (2010). A necessary sea change for nurse faculty development: spotlight on
quality and safety. Journal of Professional Nursing, 26(2), 71-81.
http://dx.doi.org/10.1016/j.profnurs.2009.10.009


-Vanaki, Z., & Memarian, R. (2009). Professional ethics: beyond the clinical competency. Journal of Professional
Nursing, 25(5), 285-291. http://dx.doi.org/10.1016/j.profnurs.2009.01.009

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Background
Summary of Work
Summary of Results

The teaching competency process of nurse teachers included consecutive four categories: qualified nursing, effective nursing teaching, cariing and teaching excelent. Also, the process was influenced by two main categories: (a) individual characteristics such as spirituality, professional interest, ethical conducts, knowledge expansion and reflective practice, (b) effective organizational factors such as solidarity culture appropriate management of educational systems and student characteristics.

“Being at peace” of nurse teachers has emerged as the core variable which they deal peacefully with the nursing profession, others and spiritual goals.

Conclusion
Take-home Messages
Acknowledgement
References
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