Competencies of Nurse Educators in Measurement and Evaluation, the Problems They Encounter, and Solution Proposals: A Mixed-Methods Study

Abstract

Background: Competency-based nursing education requires nurse educators to possess strong competencies in measurement and evaluation. However, evidence regarding their assessment competence, challenges, and strategies for improvement remains limited.

Purpose: This study examined nurse educators’ perceived competencies in measurement and evaluation, the challenges encountered, and potential solutions from the perspectives of nurse educators, nursing students, and experts.

Methods: A convergent parallel mixed-methods design was used. The study was conducted between April 2024 and December 2024 in Türkiye. Quantitative data were collected from 267 nurse educators and 363 fourth-year nursing students using demographic questionnaires and the Scale of Competence Perceptions of Nurse Instructors for Measurement and Evaluation. Qualitative data were obtained through interviews with 17 nurse educators and 14 nursing students and an expert panel of five experts. Quantitative and qualitative findings were integrated during interpretation.

Results: Nurse educators generally reported high perceived competence; however, integrated findings revealed continued reliance on traditional assessment methods and challenges related to feedback, grading consistency, assessment literacy, and institutional standardization. Findings across educators, students, and experts indicated that assessment competence is influenced by both individual competencies and institutional conditions.

Conclusion: Strengthening assessment competence requires continuous professional development, institutional support, and standardized competency-based assessment frameworks.