Nurse educators clinical skill competence in Ethiopia: A phenomenological study

Though literature focuses on how nurses become an educator and assume the educator’s role, little is known about their experience in relation to clinical skill competencies. Thus, main aim of this study was explore nurse educators’ competencies after assuming role. A descriptive phenomenological conducted twelve purposely selected educators Ethiopian public universities from September December 2021. Their prior teaching (>=5years) total were taken as selection criteria. Colaizzi's seven-step analysis method applied. This included four female eight male educators. ranged 6 14 years, with average 11.2 years. Five participants had never worked a setting before becoming The identified themes 24 sub-themes. include; (1) Feelings incompetence (2) Seeking Support (3) Self-development (4) Decline skills. Nurse Ethiopia have been working through difficult conditions obtain maintain competency. related poor role transition strategy, lack adequate engagement systems level support sustain competence. We recommend launching full-time training program; school-service integrations; development mandatory continuing professional activity; regulating educational activity.