1. Introduction

Nursing is a dynamic profession that requires ongoing professional development, continuously adapting to scientific advancements, technological innovations, and evolving social needs. These rapid changes in the healthcare sector have made the clinical aspects of nursing increasingly complex, requiring these professionals to possess a high level of academic and clinical knowledge, as well as the development of communication skills, teamwork, and critical thinking [1–3].

For these reasons, nursing educators must equip students with the technical knowledge essential for learning. They must also strengthen the skills needed to provide care in real clinical settings, where complex situations intertwine with maintaining relationships with patients, families, and other healthcare professionals [4].

Therefore, these educators must have a high level of expertise in their disciplinary area as well as adequate pedagogical competence, knowledge of teaching strategies, and evaluation methods that enable them to effectively perform their teaching duties [3, 5].

One of the main problems related to nursing education is that in many countries, the training of university educators is not regulated or systematized [6]. Historically, possessing subject matter knowledge was considered sufficient for teaching, without requiring specific training in pedagogy and education for university-level educators [7, 8].

Moreover, although there are currently various published models of teaching competencies for nursing educators, there is still no consensus on which competencies these professionals should have to perform their work with maximum efficiency and quality. This lack of consensus poses a limitation on the training received by nursing students [6, 9, 10].

Therefore, it is essential to analyze the profile of faculty involved in nursing education and compare their self-assessment of teaching competencies within the teaching–learning process. This analysis provides critical insights for developing targeted training programs aimed at enhancing the quality of education received by nursing students in Spain.

Considering the above, the objectives of this study are to describe the profile of nursing educators and determine their self-rated teaching competence.

2. Methods

3. Results

The test reliability showed a Cronbach’s alpha coefficient of 0.82, indicating high internal consistency of the instrument used.

Data from 327 educators were analyzed. The mean age of the sample was 47.75 years (SD ± 10.35), with the majority being female (68.2%). The largest subgroup of participants had 5–9 years of teaching experience, accounting for 22.9% of the sample. Educators from universities across all autonomous communities of Spain participated in the study. Among the total participants, 192 (58.72%) worked at a public university, 98 (29.97%) at a private university, and 37 (11.31%) at a state-subsidized university. Nursing was the predominant discipline, representing 74% of the educators, followed by medicine at 8.3%. A Doctorate degree was held by 69.7% of the educators, and 62.7% were exclusively dedicated to teaching. In addition, 21.1% of the participants required prior training in teaching methodology to secure their teaching positions.

Data for nurse educators specifically indicated a mean age of 46.21 years (SD ± 10.1), with a similar gender distribution (71.1% female) and a comparable teaching experience profile, as 24.8% had 5–9 years of experience. Furthermore, a significant portion of these nurse educators (57.9%) possessed more than 20 years of clinical nursing experience (Table 1).

Regarding the importance that educators attach to different teaching competencies, it was found that the highest-rated competency group was related to didactic competencies, that is, those associated with the acquisition of skills and knowledge related to designing and deploying educational strategies (4.68; SD ± 0.35), followed by disciplinary competence (4.66; SD ± 0.29), interpersonal competencies (4.61; SD ± 0,54), and systemic competencies (4.49; SD ± 0.44), respectively.

Further analysis revealed that female educators found didactic (p = 0.03) and interpersonal competencies (p = 0.07) more important. These interpersonal competencies include communication and teamwork skills. When examining the specific content of each competency group, it was observed that professionals with less experience placed greater importance on teamwork competency (p = 0.028). Communication competencies (instrumental and interpersonal communication) were rated lower by those educators who held a Doctorate degree (p = 0.034 and p = 0.008). In addition, educators from private universities placed significantly less importance on the evaluation competency, that is, the ability to develop effective strategies for monitoring and evaluating the acquisition of knowledge and competencies by students (p = 0.023). No significant differences were found in the other analyzed variables.

The subjects studied had diverse educational backgrounds, with the majority being from nursing, but also including physicians, biologists, pharmacists, or psychologists. Considering these backgrounds, the competency assessment was analyzed, comparing nurse educators with those from other disciplines to observe any differences in the evaluation of competencies. The results showed significant differences in all analyzed competencies, with nurse educators assigning more importance to all evaluated competencies than educators from other disciplines (Table 2).

4. Discussion

Nursing education constitutes a fundamental pillar for the development and sustainability of healthcare systems, as it directly influences the preparation of competent professionals capable of meeting the evolving demands of healthcare. Understanding the current landscape of nursing education is, therefore, essential to identify both strengths and areas for improvement within academic institutions. The results of this study provide valuable insights into this landscape, particularly regarding the teaching competencies of nursing educators and their alignment with the specific needs of the nursing profession.

In the context of nursing education in Spain, the lack of official data regarding the exact number of faculty members teaching in undergraduate nursing programs complicates direct comparisons of results. However, when contrasting the characteristics of the study sample with available data from the National Conference of Nursing Deans and the National Institute of Statistics, a notable similarity emerges. The gender distribution reflects the feminization of the nursing profession, with 68.2% of women in the sample, closely aligned with the 66% representation of women in academic nursing careers. The mean age of faculty members in this study (47.75 years) is consistent with the national average of 48 years [15].

Likewise, the proportion of faculty members holding a doctoral degree (70%) is comparable to the national figure of 76% [16]. Nonetheless, it is important to note that the sampling methodology employed limits the ability to categorically generalize these findings, although the alignment of sociodemographic variables strengthens the validity of the results.

Although educators from diverse academic backgrounds contribute to nursing education, this multidisciplinary composition, while enriching, can also hinder the alignment of academic instruction with the specific demands and contextual realities of professional nursing practice. Consequently, it is imperative that leadership in nursing education is primarily assumed by nurses, ensuring that curricular design and pedagogical approaches are firmly grounded in the core values and competencies of the nursing profession [17].

This assertion is supported by the results of this study, which show that educators from the nursing discipline place greater importance on all teaching competencies, particularly those intrinsically related to caregiving, such as interpersonal communication and teamwork. Effective caregiving is intrinsically linked to establishing effective communication between the nurse, the patient, and their environment, not only to make oneself understood but also to understand and empathize with others [18, 19]. This emphasis on interpersonal competencies reflects the broader need for educators who can model and instill these critical skills in future nurses.

Competent educators are essential in nursing education because they play a pivotal role in shaping the clinical reasoning, technical proficiency, and professional attitudes of future nurses [20, 21]. Nursing is inherently multifaceted, combining theoretical knowledge with practical skills that are critical for safe and effective patient care. The complexity of healthcare environments requires nurses to possess not only strong clinical competencies but also the ability to make sound decisions in dynamic and often high-pressure situations [22]. As such, educators must be proficient not only in their subject matter but also in pedagogical strategies that promote critical thinking, clinical judgment, and evidence-based practice among students [23]. This dual responsibility highlights the necessity for nursing educators to continuously develop their own competencies to meet the evolving demands of both academia and clinical practice.

Moreover, the link between nursing education and patient safety cannot be overstated. Competent educators are fundamental to preparing nurses who can deliver safe, high-quality care. This extends beyond theoretical instruction to the ability of educators to effectively assess students’ clinical competencies [24]. The results of this study underscore the importance that nurse educators place on didactic and interpersonal competencies, which are crucial for evaluating students’ readiness for clinical practice.

Educators must be adept at assessing not only knowledge acquisition but also the practical application of skills in real-world scenarios. Ensuring that students achieve the necessary competencies before entering the workforce directly impacts patient outcomes, reduces clinical errors, and promotes a culture of safety within healthcare settings [25, 26]. Therefore, investing in the continuous professional development of nursing educators is a strategic priority for improving both educational outcomes and patient care quality [27].

In this regard, one of the key competencies that educators must foster in nursing students is the ability to work effectively in teams, as collaboration is fundamental to ensuring patient safety and quality care [3]. Teamwork is a fundamental competency across all health professions, as effective collaboration among multidisciplinary teams is essential for delivering high-quality patient care. However, in the specific context of nursing, teamwork acquires particular relevance due to the continuous, direct, and coordinated care that nurses provide. Nurses often act as a central link between patients, families, and other healthcare professionals, requiring them to manage complex interactions and ensure the seamless delivery of care. This central role contributes to the high value nurses place on teamwork as a core competency for professional performance. Evidence supports that well-developed teamwork skills among nurses are associated with improved patient outcomes, reduced clinical errors, lower mortality rates, and greater job satisfaction and sense of belonging among healthcare professionals [28, 29].

University teaching must be closely linked to the actual professional practice of nursing, as one is meaningless without the other. Hence, contextualizing nursing education is critical, requiring nursing leadership in designing and directing curricula, involving educators and researchers and clinical professionals from all areas of nursing practice.

5. Conclusion

Nursing education in Spain is shaped by multidisciplinary teams, although the majority of educators are nurses. The profile of nursing educators revealed in this study reflects a predominantly female workforce (68.2%), with an average age of 47.75 years, indicating a mature academic population with extensive professional experience. A significant proportion of educators (69.7%) hold doctoral degrees, demonstrating a high level of academic qualification. Most have between 5 and 9 years of teaching experience, and many nurse educators also possess over 20 years of clinical practice, highlighting a strong connection between academic teaching and clinical expertise.

In terms of teaching competencies, nurse educators consistently rated all areas higher than their non-nurse counterparts, particularly in didactic and interpersonal domains. These competencies are essential for fostering both theoretical knowledge and practical skills, with communication and teamwork emerging as key areas in the preparation of competent, practice-ready nurses.

These findings highlight the urgent need for structured pedagogical training to bridge the gap between academia and clinical practice, ensuring the highest standards in nursing education. Strengthening educators’ competencies not only enhances the quality of nursing education but also directly impacts the preparation of nurses capable of delivering safe, high-quality patient care.

Ethics Statement

The investigators guarantee the accuracy, transparency, and honesty of the data and information contained in the study; that no relevant information has been omitted; and that all discrepancies between authors have been adequately resolved and described.

The study has the approval of the Ethics Committee of the Pontificial University of Salamanca (Acta 14/01/2022).

Conflicts of Interest

The authors declare no conflicts of interest.

Author Contributions

R.Q.-A. and M.M.: conceptualization.

M.S.-G.: data curation and formal analysis.

R.Q.-A., M.M., and S.P.-M.: research and methodology.

E.C.-R., E.J.-G., and R.Q.-A.: supervision.

R.Q.-A., M.M., S.P.-M., E.C.-R., and E.J.-G.: validation and verification.

R.Q.-A. and M.M.: original draft preparation.

R.Q.-A., M.M., S.P.-M., M.S.-G., E.C.-R., and E.J.-G.: reviewing and editing.

The authors declare that no third parties or services who are not listed as authors have contributed to the research or preparation of this manuscript.

Funding

This study did not receive any specific funding.