Factors associated with critical reflection competency among clinical nurse educators

Background: Critical reflection competency enables clinical nurse educators to effectively train new nurses to integrate their experiences, skills, and knowledge into clinical practice. Thus, enhancing this competency is imperative. This study aimed to identify the factors associated with critical reflection competency among clinical nurse educators. Methods: A descriptive correlational study was conducted. A total of 308 clinical nurse educators participated. An online survey assessed their critical reflection competency, competency as clinical nurse educators, metacognition, nursing organizational culture, and job satisfaction. Multiple regression analysis was conducted using SPSS 29.0 to determine the factors associated with critical reflection competency. Results: Critical reflection competency significantly varied by educational degree (F=3.185, p=.024) and clinical experience (F = 2.967, p=.020). The factors associated with critical reflection were metacognition (β=.457, p<.001), and job satisfaction (β=.312, p<.001). Conclusion: The study highlights metacognition and job satisfaction as significant determinants of critical reflection competency among clinical nurse educators. This underscore the importance of developing and implementing targeted educational programs to bolster these educators' competencies, potentially enriching nursing education and practice.