A pilot Delphi study: competencies of nurse educators in curriculum design

BackgroundResearch is needed to properly identify the competencies nurse educators must demonstrate when designing nursing curricula. A current research gap is evident on the issue.MethodThis pilot study used a mixed-method, modified Delphi design based on 2 rounds of questionnaires. Participants, nurse educators from a private college in Virginia, used a rank-ordering and a 5-point attitudinal scale to rate their responses for 34 questions and 160 item statements in 2 categories and 3 areas—educator, collaborator, and scholar. Comment boxes provided an opportunity for expressing opinion and professional judgment.ResultsPercentage, means, and standard deviations were calculated. A comparison and contrast was conducted among the roles of educator, collaborator, and scholar using a chi-squire distribution and a .05 significance level. Agreement was reached on 26 of 34 competencies during the first round with fair degree of agreement. The degree of agreement (W) and the percentage agreement between the 2 categories and among the 3 areas showed increase with each round where the variances in the mean decreased in most of the areas. The results of chi-square calculation indicated a statistically significant difference in responses (P < .05) between categories and among the 3 roles and areas; the null hypotheses were rejected.ConclusionsThe pilot study conclusions were preliminary in nature. There is little empirical research available to add to the understanding of nurse educators' competencies in curriculum design. A full-scope study with larger population may enlighten the questions of what competencies nurse educators must demonstrate in designing curriculum.