الفهرس 
IntroductionOnly 14 pages are availabe for public view
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Abstract
Learning to teach and facilitate knowledge acquisition in nursing education requires preparation and additional formal education to ensure beginning competency in teaching. Nurse educators play a crucial role in the development and delivery of educational activities that meet the learning needs of student nurses. Academic nurse educators with more years of experience are more likely to have achieved the expert stage of skill acquisition. The study aim was to assess the effect of training strategies on developing core competencies among nurse educators. It hypothesized that the implementation of training strategies affected on developing core competencies among nurse educators.
One group pretest posttest design was used in carrying out this study at Technical Institute of Nursing at Imbaba Zone at Giza Governorate. Two tools were used to collect data concerning Competencies for the of nurse educators, namely needs assessment questionnaire and a knowledge questionnaire. The tool was validated and pilot -test. The fieldwork lasted from June to the end of December 2019 through assessment, planning.
The main study findings were as follows:
Minority of nurse educators (26%) had satisfactory knowledge of core competencies before training strategies.
Nurse educators’ satisfactory knowledge regarding theories and principles of adult learning before training strategies was (34%); then increased to (78%) after training strategies.
Nurse educators’ satisfactory knowledge regarding communication and collaboration before training strategies was (32%); then increased to (82%) after training strategies.
Nurse educators’ satisfactory knowledge regarding monitoring and evaluation before training strategies was (20%); then increased to (78%) after training strategies.
Nurse educators’ satisfactory knowledge regarding curriculum and implementation before training strategies was (10%); then increased to (80%) after training strategies.
Nurse educators’ satisfactory knowledge regarding leadership, management and advocacy before training strategies was (32%); then increased to (87%) after training strategies.
Nurse educators’ satisfactory knowledge regarding scholarship and professionalism before training strategies was (24%); then increased to (84%) after training strategies
The highest score of core competencies was the facilitating learning competencies which improved markedly after implantation of training strategies.
On the other hand, the lowest score of core competencies was participating in curriculum design and evaluation which improved obviously after implementation of training strategies.
Nurse educators ’perception regarding facilitating learning was (56%) before implementation, then increased to (84.4%) after implementation.
Overall, 46% of nurse educators who had perception regarding use assessment and evaluation strategies before implementation, then increased to (73%) after implementation.
Nurse educators ’perception regarding both competencies function as change agent and leader and function within educational environment was (40%) before implementation, then increased to (69%) and (75.5%) after implementation.
Nurse educators ’perception regarding engaging in scholarship (38%) before implementing training strategy then increased to (78%) after implementation.
About Nurse educators ’perception regarding pursue continuous quality improvement in the nurse educator role was (22%) before implementation, then increased to (69%) after implementation.
Statistically significant difference in nurse educators’ core competencies knowledge before and after training strategy.
Significant positive correlation between nurse educators’ core competency and their age.
Insignificant difference regarding nurse educators’ personal characteristics with total core competencies knowledge before and after training strategy.