Other Titles
Empowering Nurse Educators Using Cognitive Rehearsal [Title Slide]
Abstract
Background: Creating and sustaining healthy work environments in nursing education requires educators to be proficient in evaluation, feedback, and communication. Traditional preparation programs lack structured training in these areas6. Gaps in giving and receiving constructive feedback span health professions education, and early career nurse attrition is frequently linked to perceived bullying, inadequate preparation, and poor clinical support1,4. These challenges affect psychological safety and professional development for students and new graduates.
Cognitive rehearsal has shown promise in preparing nurses to respond to incivility and enhancing self-efficacy2,3. While used in faculty development, its integration into formal nurse educator training programs remains limited. Embedding cognitive rehearsal into educator preparation may enhance communication, reduce incivility, and foster healthier environments.
Methods: A three-course post-master’s nurse educator certification program incorporated cognitive rehearsal exercises aligned with National League for Nursing (NLN) Competencies for Nurse Educators through scaffolded summative activities. Students designed simulation-based educational activities, evaluated fictional student performances via pre-recorded simulations, scripted feedback conversations, and recorded peer interactions. The scripting process included anticipating learner reactions and rehearsing evidence-based responses to both positive and challenging scenarios. Feedback strategies were linked to best practices in communication and evaluation. A feedback microcredential badge was awarded to students demonstrating competency.
Results: Exit surveys administered electronically at program completion used a 5-point Likert scale. Students rated the usefulness of the experience for academic and professional growth at an average of 4.6/5. Confidence in skill ability was rated lower at 3.4/5, consistent with literature indicating that repeated practice is needed to build self-efficacy. Qualitative feedback emphasized the value of structured rehearsal in preparing students for educator roles and fostering respectful, supportive learning environments.
Conclusion: Integrating cognitive rehearsal into nurse educator training strengthens communication, feedback delivery, and learner evaluation—core components of healthy academic and clinical environments. This approach supports the development of psychologically safe spaces for both learners and educators.
Notes
Presenter notes available in attached slide deck.
References:
1. Clark, C. (2024). Using cognitive rehearsal to address faculty incivility in nursing academe. Nurse Educator, 49(5), 250–255.
2. Foreman, R. A. (2024). Cognitive rehearsal: Teaching nursing students to address incivility in the clinical setting. Nurse Educator, 49(2), E107–E108.
3. Givler, J. L., & Varagona, L. (2024). Effectiveness of cognitive rehearsal in addressing nursing incivility: An integrative review. Journal of Continuing Education in Nursing, 55(11), 523–529. https://doi.org/10.3928/00220124-20240927-01
4. Kuang, S. Y., Kamel-ElSayed, S., & Pitts, D. (2019). How to receive criticism: Theory and practice from cognitive and cultural approaches. Medical Science Educator, 29, 1109–1115. https://doi.org/10.1007/s40670-019-00808-z
5. National League for Nursing. (n.d.). Core competencies for academic nurse educators. https://www.nln.org/education/nursing-education-competencies/core-competencies-for-academic-nurse-educators
6. Panzieri, J., & Derham, C. (2020). Student nurses’ experiences of receiving verbal feedback within the clinical learning environment: To what extent does this promote sustainable feedback practices? In K. Gravett, N. Yakovchuk, & I. Kinchin (Eds.), Enhancing student-centered teaching in higher education (pp. 267–284). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-35396-4_15
7. Randall, C. S., & Randall, C. E. (2021). Critical incident videos: Developing a cognitive strategy in simulation for faculty development. Journal of Nursing Education, 60(2), 81–89. https://doi.org/10.3928/01484834-20210120-05
8. Tate, S. (2024). Registered nurses leaving the profession in the first two years. Online Journal of Issues in Nursing, 29(2). https://doi.org/10.3912/OJIN.Vol29No02Man06
9. Thomas, C. M., Bertram, E., & Allen, R. L. (2012). The role of cognitive rehearsal in nursing education. Journal of Nursing Education, 51(6), 326–331. https://doi.org/10.3928/01484834-20120427-0
Sigma Membership
Epsilon Theta
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Competence, Professional Competence, Teaching/Learning Strategies, Teaching Methods, Learning Methods, lncivility, Work Environment, Cognition Education
Recommended Citation
Sanders, Mary Kathryn and Bailey, Teresa B., "Empowering Nurse Educators Through Cognitive Rehearsal" (2026). Creating Healthy Work Environments (CHWE). 33.
https://www.sigmarepository.org/chwe/2026/presentations_2026/33
Conference Name
Creating Healthy Work Environments
Conference Host
Sigma Theta Tau International
Conference Location
Washington, DC, USA
Conference Year
2026
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2026-04-27
Empowering Nurse Educators Through Cognitive Rehearsal
Washington, DC, USA
Background: Creating and sustaining healthy work environments in nursing education requires educators to be proficient in evaluation, feedback, and communication. Traditional preparation programs lack structured training in these areas6. Gaps in giving and receiving constructive feedback span health professions education, and early career nurse attrition is frequently linked to perceived bullying, inadequate preparation, and poor clinical support1,4. These challenges affect psychological safety and professional development for students and new graduates.
Cognitive rehearsal has shown promise in preparing nurses to respond to incivility and enhancing self-efficacy2,3. While used in faculty development, its integration into formal nurse educator training programs remains limited. Embedding cognitive rehearsal into educator preparation may enhance communication, reduce incivility, and foster healthier environments.
Methods: A three-course post-master’s nurse educator certification program incorporated cognitive rehearsal exercises aligned with National League for Nursing (NLN) Competencies for Nurse Educators through scaffolded summative activities. Students designed simulation-based educational activities, evaluated fictional student performances via pre-recorded simulations, scripted feedback conversations, and recorded peer interactions. The scripting process included anticipating learner reactions and rehearsing evidence-based responses to both positive and challenging scenarios. Feedback strategies were linked to best practices in communication and evaluation. A feedback microcredential badge was awarded to students demonstrating competency.
Results: Exit surveys administered electronically at program completion used a 5-point Likert scale. Students rated the usefulness of the experience for academic and professional growth at an average of 4.6/5. Confidence in skill ability was rated lower at 3.4/5, consistent with literature indicating that repeated practice is needed to build self-efficacy. Qualitative feedback emphasized the value of structured rehearsal in preparing students for educator roles and fostering respectful, supportive learning environments.
Conclusion: Integrating cognitive rehearsal into nurse educator training strengthens communication, feedback delivery, and learner evaluation—core components of healthy academic and clinical environments. This approach supports the development of psychologically safe spaces for both learners and educators.
Description
Cognitive rehearsal exercises embedded in a nurse educator certification program enhanced skills in learner evaluation, feedback, and communication. Aligned with NLN competencies, the approach promoted psychologically safe learning environments. Survey results showed high perceived value and identified areas for growth in self-efficacy, reinforcing the need for continued practice.