Advancing Faculty Preparedness: Longitudinal Evaluation of a National Blended Nurse Educator Program
Abstract
Strengthening faculty preparedness is essential for improving clinical education in essential care settings. Korea has launched a national initiative to develop a standardized nurse educator training system to advance educator competencies. This study evaluated the effectiveness of a two-day national blended nurse educator program expanded from a micro-teaching model, using Kirkpatrick Levels 1–3, and explored improvement strategies through instructor focus group discussions (FGDs). This work aligns with Sigma’s priorities of advancing education, faculty preparedness, and professional development.
A mixed-methods design was used. The program, developed using the ADDIE model, was delivered to 179 nurse educators nationwide. Immediate post-training evaluation measured satisfaction and competency improvement (Levels 1–2). Three months later, 109 participants completed a follow-up survey assessing behavioral change and workplace application (Level 3: frequency × completeness). Four FGDs with 12 instructors were conducted to identify challenges and recommendations.
Satisfaction scores ranged from 4.3 to 4.5, indicating strong acceptability. Competency improvement was observed across instructional design, simulation facilitation, practicum coaching, EPA-based assessment, and mentoring. Three-month follow-up showed sustained workplace application: clinical practicum facilitation (67.9%), instructional design (62.4%), and mentoring (53.2%) were used at least weekly. Completeness scores averaged above 3.4 across domains. FGDs revealed challenges such as resource disparities, difficulty applying advanced pedagogy, role ambiguity, and limited organizational support. Recommendations included standardized resources, protected educator time, and strengthened institutional infrastructure.
The national blended nurse educator program effectively enhanced faculty preparedness and promoted sustained educator behavior change. Findings support a scalable approach to national faculty development and educator retention.
Notes
References:
Bradley, C., & Bitton, J. (2022). Building a longitudinal workforce plan for nursing. Nurse Leader, 20(5), 451–456. https://doi.org/10.1016/j.mnl.2022.06.008
Branch, R. M. (2009). Instructional design: The ADDIE approach. Springer.
Kirkpatrick, J., & Kirkpatrick, W. K. (2016). Kirkpatrick’s four levels of training evaluation. Association for Talent Development.
Lee, H. J., Kang, S. H., Park, S. I., Chun, W. J., & Youk, K. I. (2024). Evaluation of a basic-clinical integrated pharmacology case-based learning program from a student perspective using the CIPP model. Korean Journal of Medical Education, 36(4), 429–439. https://doi.org/10.3946/kjme.2024.229
Shin, S., Lee, I., Kim, J., Oh, E., & Hong, E. (2023). Effectiveness of a critical reflection competency program for clinical nurse educators: A pilot study. BMC Nursing, 22(1), 1–9. https://doi.org/10.1186/s12912-023-01318-z
Sigma Membership
Non-member
Type
Poster
Format Type
Text-based Document
Study Design/Type
Longitudinal Study
Research Approach
Mixed/Multi Method Research
Keywords:
Nursing Faculty, Nursing Education, Preparedness, Clinical Education
Recommended Citation
Park, Bobae; Kwon, Heui-Kyeong; and Kim, Hana, "Advancing Faculty Preparedness: Longitudinal Evaluation of a National Blended Nurse Educator Program" (2026). International Nursing Research Congress (INRC). 94.
https://www.sigmarepository.org/inrc/2026/posters_2026/94
Conference Name
37th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Toronto, Ontario, Canada
Conference Year
2026
Rights Holder
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Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2026-09-07
Advancing Faculty Preparedness: Longitudinal Evaluation of a National Blended Nurse Educator Program
Toronto, Ontario, Canada
Strengthening faculty preparedness is essential for improving clinical education in essential care settings. Korea has launched a national initiative to develop a standardized nurse educator training system to advance educator competencies. This study evaluated the effectiveness of a two-day national blended nurse educator program expanded from a micro-teaching model, using Kirkpatrick Levels 1–3, and explored improvement strategies through instructor focus group discussions (FGDs). This work aligns with Sigma’s priorities of advancing education, faculty preparedness, and professional development.
A mixed-methods design was used. The program, developed using the ADDIE model, was delivered to 179 nurse educators nationwide. Immediate post-training evaluation measured satisfaction and competency improvement (Levels 1–2). Three months later, 109 participants completed a follow-up survey assessing behavioral change and workplace application (Level 3: frequency × completeness). Four FGDs with 12 instructors were conducted to identify challenges and recommendations.
Satisfaction scores ranged from 4.3 to 4.5, indicating strong acceptability. Competency improvement was observed across instructional design, simulation facilitation, practicum coaching, EPA-based assessment, and mentoring. Three-month follow-up showed sustained workplace application: clinical practicum facilitation (67.9%), instructional design (62.4%), and mentoring (53.2%) were used at least weekly. Completeness scores averaged above 3.4 across domains. FGDs revealed challenges such as resource disparities, difficulty applying advanced pedagogy, role ambiguity, and limited organizational support. Recommendations included standardized resources, protected educator time, and strengthened institutional infrastructure.
The national blended nurse educator program effectively enhanced faculty preparedness and promoted sustained educator behavior change. Findings support a scalable approach to national faculty development and educator retention.
Description
This study evaluated a national blended nurse educator training program in Korea using Kirkpatrick Levels 1–3. The program improved instructional competence and demonstrated sustained behavioral change at three months. Instructor FGDs identified challenges and strategies to strengthen faculty preparedness, educator retention, and educational quality. Findings support a scalable national model for advancing nursing education.