Qualitative analysis explores microcredentials supporting teaching competencies in novice nurse educators.
Background: Novice nurse educators and preceptors often enter roles with limited preparation, creating challenges in teaching future nurses. Microcredentials have emerged as an innovative approach to expanding the educator pipeline; however, evidence on their development and effectiveness in nursing education is limited. Purpose: The aim of this study was to explore how a microcredential supported novice nurse educators and preceptors in developing core teaching competencies. Methods: A qualitative descriptive design was used to analyze retrospective self-reflection journals from 10 participants. Results: Thematic analysis identified 5 themes: (1) confidence and professional identity; (2) innovative teaching strategies; (3) collaboration, civility, and mentorship; (4) emotional intelligence, reflection, and communication; and (5) career growth, advocacy, and nursing workforce support. Conclusions: Competency-based microcredentials offer a scalable model for faculty onboarding, preceptor development, and clinician-to-educator transition.
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Gruben et al. (2026) studied this question.
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