Abstract
This study examines nursing faculty or clinical instructor competencies, focusing on how perceptions from both faculty and students influence teaching efficacy and student outcomes. Recognizing the critical role of faculty competencies in shaping student learning, this research investigates eight core areas: nursing knowledge, teaching pedagogy, preparation of learning activities, professional values, learning environment management, educator ethics, assessment of learning outcomes, and instructional planning. Grounded in theories of educational competency and teaching effectiveness, a descriptive quantitative design was utilized, collecting data from 11 nursing faculty members and 102 students via a cross-sectional survey. Analysis revealed that students rated faculty competencies higher than the self-assessments provided by faculty members, particularly in nursing knowledge and ethics, indicating perceptual gaps. Fisher’s Exact Test results showed no statistically significant differences between faculty and student perceptions across competencies, with p-values ranging from 0.09 to 0.94. These findings suggest general alignment in views on faculty competencies, emphasizing the importance of targeted faculty development programs to address minor perception gaps, thereby enhancing teaching efficacy and student outcomes.
