The Synergistic Effects of Education, Experience, and Institutional Support on Nursing Lecturer Competency: A Novel Framework for Modern Education

Erlina Suci Astuti, Joko Sulistyono, Yupi Supartini, Moh Wildan, Eviana Sumarti Tambunan and Fitriana Kurniasari Solikhah

Seminars in Medical Writing and Education, 2025, vol. 4, 735

Abstract: Introduction: Lecturer competency is pivotal to teaching quality amid rapid transformations in higher education. Traditional studies often focus on isolated factors like qualifications or experience, overlooking the interplay between individual, institutional, and global influences. This study addresses this gap by examining the multidimensional determinants of competency among nurse educators in Indonesia, providing insights critical for improving educational outcomes in diverse and resource-constrained settings. Objectives: This research aims to (1) identify key factors influencing lecturer competency, (2) explore the interaction between education and experience, and (3) develop an integrative framework to guide policy and faculty development. Methods: A cross-sectional design was used to survey 626 nurse educators across 32 institutions. Data were collected using the WHO-SEARO Regional Competency Assessment Tool, validated through expert review and pilot testing (Cronbach’s α = 0.85–0.87). The analysis integrated empirical data with insights from 48 peer-reviewed sources on faculty development and nursing education. ANOVA and mixed-effects modeling were employed to assess group differences, institutional variability, and interactions between qualifications and experience, while effect sizes (Cohen’s d) were calculated to determine practical significance. Results: Advanced qualifications (d = 0.51) and teaching experience (d = 0.33) significantly predicted competency. Doctorate holders outperformed master’s graduates, with competency gains accelerating over time, indicating synergy between education and experience. Institutional variability was modest (Var = 0.526), suggesting individual factors are more influential. Conclusion: The study proposes the Competency Ecosystem Framework, positioning lecturer competency as a dynamic interplay of education, experience, institutional support, and global trends. Recommendations include promoting doctoral education, retaining experienced lecturers, and implementing standardized quality assurance. These findings offer actionable strategies for policymakers. Future research should adopt longitudinal designs and examine cultural variations.

Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:dbk:medicw:v:4:y:2025:i::p:735:id:735

DOI: 10.56294/mw2025735

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