Evaluations of the nurse educators' competencies, problems and solution suggestions regarding the assessment and evaluation from the perspective of nurse educators and students

The aim of this study was to evaluate nurse instructors' perceived competencies regarding assessment and evaluation, the problems they experience, and their proposed solutions, from the perspectives of both nurse instructors and nursing students. The study employed a convergent mixed-methods research design. In the quantitative part, participants' demographic and professional characteristics, their views on nurse instructors' perceived competencies in assessment and evaluation, the problems they face, and their proposed solutions were examined. In the qualitative part, individual in-depth interviews and a focus group interview with faculty members from the fields of nursing, medicine, and education, as well as an expert panel, were conducted to explore the perceived competencies, problems, and proposed solutions related to assessment and evaluation. The study population consisted of nurse instructors' working in nursing faculties in Turkey and fourth-year nursing students studying at these faculties. The quantitative part of the study was conducted with 267 nurse educators and 363 students, while the qualitative part included individual in-depth interviews with 17 nurse instructors and 14 students, and an expert panel xviii with 5 experts. Quantitative data were collected using Information Forms andtheNurse Instructors' Perceptions of Competence Scale for Assessment and Evaluation. Qualitative data were collected using Information Forms and Structured Interview Forms. The quantitative data were analyzed using mean, standard deviation, minimum-maximum values, Kolmogorov-Smirnov and Shapiro-Wilk tests, Mann-Whitney U test, and Kruskal Wallis H test. Qualitative data were analyzed thematically, descriptively, and through content analysis. According to the findings, most nurse instructors considered themselves partially competent in assessment and evaluation, had received training in this area, and believed their competencies in assessment and evaluation were open to development in line with their needs and the problems experienced. The average total score on the scale was 115.96±13.90. There were statistically significant differences in the total and subscale mean ranks based on age, education level, academic title, training received in assessment and evaluation, and self perceived competency in this area. Students rated nurse instructors' competency in assessment and evaluation at 6.78±1.8 and stated that traditional assessment methods and tools were frequently used. The most frequently reported problems included lack of feedback, subjective evaluations, and the use of a single type of exam. The qualitative data supported the quantitative findings, highlighting themes such as the role and importance of assessment and evaluation in nursing education, the tools used, influencing factors, problems experienced, and proposed solutions. In conclusion, this study serves as a national report on assessment and evaluation in nursing education, and nurse instructors' perceived competencies, the challenges faced, and proposed solutions. It reveals that similar problems persist from past to present in nursing education, that the perceived competencies of nurse instructors remain an area in need of development, and that the views of internal stakeholders—nursing students and nurse instructors—have contributed to a comprehensive analysis of the current situation. The integration of expert opinions has also strengthened the findings. In this context, it is recommended that efforts to improve assessment and evaluation practices in current and future nursing education be prioritized. June 2025, 226 pages. xix Keywords: Nursing Education, Assessment and Evaluation, Competence, Nurse Instructor, Nursing Student