رضایت شغلی و عوامل موثر بر رضایتمندی در پرستاران: یک بررسی سیستماتیک Job satisfaction and the factors affecting satisfaction in nurse educators: A systematic review

Introduction Nurse educators are one of the main subsets of health systems (Baker, Fitzpatrick, & Griffin, 2011). Nursing education is a professional level and emphasis on it enriches nursing sciences. Addressing health educators’ needs is increasingly important. Helping nurse educators expand their knowledge and nursing skills is necessary (Chung, 2011). Health education cannot create positive changes in nursing schools without paying attention to the needs and conditions of nurse educators. The WHO is always seeking to improve the competence of nurse educators, such that they can provide high-quality education and educate skilled and efficient nurses who are able to address the health needs of their community (National League for Nursing, 2018). The WHO introduced the Nurse Educator Core Competency for developing nursing education in 2016; these competencies are in line with the international nursing strategies pursued from 2016 to 2020 and also with the efficient manpower supply strategies pursued until 2030. These core competencies include: (1) Nurse educators should have a proper understanding of contemporary educational theories, the principles and models of curriculum design and the importance of adult learning. (2) Nurse educators must demonstrate their skills and ability to design, implement, monitor and manage curricula based on contemporary educational models in a systematic and well-documented manner. (3) Nurse educators should maintain their current knowledge and skills both in theory and practice based on the best available evidence. (4) Nurse educators should develop their critical research and abilities to conduct research and use these findings to identify and solve educational and clinical problems. (5) Nurse educators should demonstrate effective communication in practice and promote the skills that lead to teamwork, since they increase interdisciplinary collaboration in the health and education system. (6) Nurse educators should demonstrate professionalism (which includes consideration for the legal and ethical values of the profession) in practice, since professionalism is a basis for the development of nursing policies, processors and decision-making. (7) Nurse educators should use different strategies to monitor and evaluate nursing programs, curricula and learners’ mastery of the subjects. (8) Nurse educators should demonstrate system management and leadership skills to create, maintain and develop their nursing program and shape the future of nursing education institutions (World Health Organization, 2016). These core competencies reflect the change in nursing practice and suggest that nursing practice should be consistent with the new changes in place and with scientific evidence. Nursing education is the turning point of these changes. This turning point is activated by nurse educators, and their performance accelerates or delays adaptation to new conditions. (National League for Nursing, 2018). The advances in medical sciences, the increasing number of nursing students and the high expectations of the health and education system from nurse educators, who need to master these competencies might mean a certain level of ambiguity in the nurse educators’ role (Baker et al., 2011), and this ambiguity can have a negative impact on their job satisfaction (Davies, Spence Laschinger, & Andrusyszyn, 2006). Job dissatisfaction has an impact on the efficiency of nurse educators and adversely affects the education they provide to nursing students and might lead to job turnover and make the health system face a shortage of nurse educators (Emory, Lee, Miller, Kippenbrock, & Rosen, 2017).