Home Nursing educators’ collaboration and professional development: a cross-sectional study
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Nursing educators’ collaboration and professional development: a cross-sectional study

  • Veronika Anselmann EMAIL logo and Olga Vetter
Published/Copyright: December 23, 2022

Abstract

Objectives

Teacher cooperation can be described as the collaboration of teachers in the form of exchange, synchronisation, and co-construction. The aim of this study was to determine if attitudes towards teacher collaboration, teacher self-efficacy, and perceptions of a safe team climate were related to teacher collaboration activities, as well as if these collaboration activities fostered professional development.

Methods

An explorative study using an online questionnaire was conducted. A total of 202 (n=202) nursing educators participated. Scales measuring teacher collaboration, professional development, teacher self-efficacy, and safe team climate were used. Data analysis included explorative and confirmatory factor analysis, correlation analysis, and structural equation modelling.

Results

The results showed a positive relation between teacher self-efficacy, perceptions of a safe team climate, and attitudes towards teacher collaboration with collaboration activities.

Conclusions

The results underline the importance of offering collaborative settings and opportunities for educators to reflect on their experiences during teacher training.


Corresponding author: Veronika Anselmann, University of Education Schwäbisch Gmünd, Institute of Nursing Science, Schwabisch Gmund 73525, Germany, E-mail:

  1. Research funding: None declared.

  2. Author contributions: All authors have accepted responsibility for the entire content of this manuscript and approved its submission.

  3. Competing interests: Authors state no conflict of interest.

  4. Informed consent: Informed consent was obtained from all individuals included in this study

  5. Ethical approval: Ethical approval was obtained from the ethics committee of the local Institutional Review Board.

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Received: 2022-05-03
Revised: 2022-11-25
Accepted: 2022-11-27
Published Online: 2022-12-23

© 2022 Walter de Gruyter GmbH, Berlin/Boston

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