Competency Crossroads: Exploring Divergent Educational Priorities Between Nurse and Non‐Nurse Educators

Background: Nursing education is crucial for developing the necessary skills and knowledge for professional practice. Nevertheless, in many countries, the education of university‐level nursing educators lacks systematic regulation. There is also no consensus on the specific competencies required for nursing educators, which poses a limitation on the quality of education provided to nursing students. Aim: This study aims to describe the profile of nursing educators and determine their self‐rated teaching competence. Methods: A cross‐sectional descriptive study was conducted using a self‐administered questionnaire distributed among nursing educators. The study targeted nursing educators working in public, private, and semipublic universities in Spain. A minimum sample of 298 subjects was determined for statistical significance, with 327 participants ultimately included. The questionnaire covered sociodemographic variables and teaching competencies, evaluated using a Likert scale. Data analysis was performed using SPSS, with reliability assessed via Cronbach’s alpha. A statistical significance level of 0.05 or lower was established. Results: The reliability of the instrument showed a high internal consistency (Cronbach’s alpha = 0.82). The majority of respondents were women (68.2%), with an average age of 47.75 years. Most educators had 5–9 years of teaching experience and 74% were from the nursing discipline. The highest‐rated competencies were didactic competencies, followed by disciplinary, interpersonal, and systemic competencies. Female educators and those with less experience placed higher importance on interpersonal and teamwork competencies, respectively. Nurse educators rated all competencies higher than their non‐nurse counterparts. Conclusions: Nursing education in Spain is shaped by multidisciplinary teams, although the majority of educators are nurses. These professionals stand out for their emphasis on essential teaching competencies, with communication and teamwork emerging as key skills in the preparation of competent, practice‐ready nurses. These findings underscore the urgent need for structured pedagogical training to bridge the gap between academia and clinical practice, ensuring the highest standards in nursing education.