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Nursing Instructors and Teachers, Postsecondary

SOC 25-1072.00Job Zone 5 · Extensive Preparationv.26.05

Context coveredThis framework covers postsecondary nursing education practice across classroom instruction, clinical supervision, laboratory assessment, and program leadership in accredited university and college nursing programs.

Sources:O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.SkillsCrosswalkSkillsCrosswalk — O*NET enrichment + adjacency index. Opens in new tab.
Emerging
Entry / Apprentice
  1. Course syllabi and instructional handouts — draft and organize under faculty mentorship for undergraduate nursing courses at an accredited postsecondary institution.
  2. Classroom discussions on foundational nursing topics — initiate and facilitate with structured prompts under the guidance of a senior nursing instructor.
  3. Student laboratory assignments and basic clinical exercises — evaluate and record grades using departmentally prescribed rubrics in a supervised academic setting.
  4. Pharmacology and community health lectures — prepare and deliver introductory presentations to undergraduate nursing cohorts with advisor review prior to delivery.
  5. Clinical education needs of student cohorts — assess using standardized checklists and observation protocols under the direction of an experienced faculty preceptor.
  6. Examinations and quizzes aligned to course objectives — compile and administer using approved question banks within an established nursing education program.
  7. Patient care demonstrations in hospital clinical units — assist senior nursing faculty in modeling basic procedures for student observers in supervised settings.
  8. Medical software and electronic health record training platforms — navigate and demonstrate to students under institutional IT and faculty support.
  9. Active listening and social perceptiveness — apply during initial student advising sessions to identify learning gaps in a postsecondary nursing program environment.
  10. Word processing and course management software — use to prepare and distribute course materials and correspondence within a structured academic department.
Developing
Mid-level / Established
  1. Student laboratory and clinical performance — supervise and evaluate routinely across multiple sections of a nursing program, providing formative feedback with limited oversight.
  2. Undergraduate and graduate nursing lectures on topics such as mental health nursing and pharmacology — prepare and deliver independently, adapting content to varied learner levels.
  3. Classroom and seminar discussions — moderate with growing confidence, redirecting off-topic exchanges and incorporating evidence-based scenarios in a postsecondary nursing classroom.
  4. Comprehensive examinations — compile, administer, and grade independently, applying item analysis to refine question quality across successive course offerings.
  5. Patient and client teaching needs in clinical placements — assess using multiple methods including direct observation, standardized tools, and student self-reports in affiliated hospital units.
  6. Homework assignments, case studies, and clinical simulation handouts — design and revise based on student performance data and emerging nursing practice standards.
  7. Time management and instructional coordination — balance teaching, grading, and clinical supervision responsibilities across a full semester course load.
  8. Learning strategies tailored to diverse nursing student populations — select and apply based on documented learner needs within classroom and lab environments.
  9. Multimedia educational software and presentation platforms — integrate into nursing lectures and lab demonstrations to enhance clinical reasoning skill development.
  10. Written and oral student feedback on laboratory and clinical work — provide using criterion-referenced standards aligned with NCLEX competency expectations.
Proficient
Senior / Expert IC
  1. Complex, non-routine student clinical performance issues — assess and resolve autonomously, applying advanced judgment to determine remediation pathways within an accredited nursing program.
  2. Full-scope nursing courses spanning pharmacology, mental health, and community health — design, deliver, and continuously improve across undergraduate and graduate levels without supervisory input.
  3. Critical thinking and inductive reasoning — model explicitly in case-based classroom discussions, guiding students to synthesize clinical evidence and patient data in postsecondary nursing seminars.
  4. Clinical education program needs — evaluate comprehensively using mixed-method assessments, adjusting curriculum to align with current healthcare system demands and accreditation standards.
  5. Patient care demonstrations in hospital clinical units — lead independently, adapting technique instruction in real time to address varied student readiness levels during clinical rotations.
  6. Examination development and psychometric review — direct the full cycle from item writing through post-hoc analysis, ensuring validity and reliability across nursing licensure preparation courses.
  7. Complex problem solving in curriculum delivery — identify systemic instructional deficiencies and implement evidence-based solutions within a postsecondary nursing education context.
  8. Medical and health informatics software platforms — teach and evaluate student competency in using clinical decision-support and electronic health record systems in simulation lab environments.
  9. Interdisciplinary coordination with hospital and community health partners — manage to ensure clinical practicum placements meet accreditation and learning outcome requirements.
  10. Systems evaluation of program-level student outcomes — conduct using institutional data, NCLEX pass rates, and employer feedback to drive iterative curriculum improvement.
Advanced
Lead / Principal / Executive
  1. Nursing education program vision and strategic curriculum framework — establish and lead across undergraduate and graduate levels, aligning offerings with national nursing accreditation standards and workforce priorities.
  2. Faculty development initiatives in clinical and didactic instruction — design and mentor nursing faculty cohorts in evidence-based pedagogy, clinical supervision, and assessment practices.
  3. Program-wide clinical education partnerships with hospital systems and community health agencies — negotiate and sustain to ensure high-fidelity learning environments for all students.
  4. Institutional and accreditation review processes — lead, compiling outcome data, authoring self-study reports, and representing the nursing program before bodies such as ACEN or CCNE.
  5. Scholarship of teaching and learning research in nursing education — conduct and disseminate, contributing peer-reviewed findings that advance postsecondary nursing pedagogical practice.
  6. Comprehensive examination and assessment policy — set at the program level, establishing standards for grading, remediation, and progression that faculty across the department implement.
  7. Organizational resource allocation and academic scheduling — direct to optimize faculty teaching loads, clinical site assignments, and simulation lab utilization at an institutional scale.
  8. Policy recommendations on graduate nursing curriculum — develop and advocate for at the college and professional-organization level, influencing regional and national nursing education standards.
  9. Complex ethical and professional conduct issues involving students and clinical partners — adjudicate with authoritative judgment, applying institutional policy and nursing codes of ethics.
  10. Culture of continuous improvement and inclusive excellence in nursing education — cultivate across the department, integrating diverse clinical perspectives and equitable instructional practices into all program activities.

AI-at-Work Competency Framework

Sources:Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab.Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab.WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab.
Subscriber feature

Authoritative source data identified for 998 occupations

How a worker at each mastery level uses, directs, and evaluates AI tools in this occupation. Each statement cites its evidence inline; click a citation chip to verify the source.

Emerging
  1. AI-assisted content lookup — uses AI tools to retrieve foundational nursing concepts and clinical guidelines, cross-checking results against peer-reviewed sources before incorporating them into lesson materials Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
  2. Basic assignment drafting — submits a rubric or quiz prompt to an AI assistant and reviews the output for accuracy, adjusting questions to align with course learning objectives Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
Developing
  1. Lecture preparation acceleration — directs an AI tool to generate draft lecture outlines and case-study scenarios, then revises the content for clinical accuracy and pedagogical sequence Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab. WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab..
  2. Grading feedback generation — delegates initial written feedback on student papers to an AI assistant, reviews every comment for fairness and specificity, and adds clinical nuance before returning work to students Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
  3. Examination construction — instructs an AI tool to produce a bank of multiple-choice and NCLEX-style items, then personally validates each item against current nursing standards and course objectives Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab..
Proficient
  1. Adaptive learning strategy design — uses AI-generated learner analytics and performance summaries to identify knowledge gaps across a cohort, then redesigns instructional sequences to address them Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab. WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab..
  2. Clinical simulation scenario authoring — directs an AI assistant through iterative drafts of high-fidelity simulation scripts, retaining authorship of all patient-safety decision points and debriefing guides Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab. WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab..
  3. Discussion facilitation support — prompts an AI tool to surface Socratic questions and counterarguments aligned to session topics, then selects and sequences them to guide live classroom dialogue while preserving student-centered discourse Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
  4. Assessment needs analysis — employs AI-assisted survey synthesis to aggregate student self-reports and clinical preceptor observations into a structured needs-assessment report, validating findings with direct observation Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
Advanced
  1. Curriculum-level AI integration — architects a program-wide framework specifying which instructional tasks AI tools handle autonomously, which require faculty oversight, and which remain exclusively human-led, balancing the 57-point automation feasibility of core instructing skills against irreplaceable clinical judgment Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab. WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab..
  2. Faculty development leadership — designs and delivers professional-development workshops that train nursing faculty peers to collaborate effectively with AI tools for content generation, grading, and simulation design, drawing on empirical evidence that AI collaboration characterizes 95% of documented task interactions in the field Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
  3. Scholarly evaluation of AI tools — critically evaluates emerging AI platforms against nursing education accreditation standards, publishing or presenting evidence-based recommendations on adoption, risk mitigation, and ethical use in clinical training contexts Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab. Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab. WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab..
Evidence pack
AEI usage
Task observations: 1763
Augment share: 95%
Time saved: 85.2%
AI autonomy: 3.07
SAFI positioning
Top skill: Instructing
Score: 57.3 / 100
precision: category_estimate
WEF cluster
Human-Technology Interaction
human_technology_interaction
Sources:Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab.WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab.Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab.

Pathsmith Durable Skills Framework

Sources:Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Subscriber feature

Ten durable-skill domains mapped to four proficiency/role levels for each occupation. Each statement is aligned to the Pathsmith taxonomy, derived from trusted grounding data and mapped to occupation-specific O*NET tasks and skills.

1Communication12 statements
Emerging
  1. Lecture delivery — presents foundational nursing concepts such as pharmacology dosing or vital sign interpretation to undergraduate students using prepared notes and basic verbal explanation Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Clinical instruction vocabulary — uses anatomical and medical terminology accurately when orienting students to hospital unit protocols and patient care equipment O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Written feedback — provides brief written comments on student assignments and laboratory reports to indicate areas of correction Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Classroom discussion facilitation — initiates and moderates case-based discussions on topics such as mental health nursing or community health care practices, drawing in quieter students and redirecting off-topic responses Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Syllabus and handout authorship — prepares clear course materials including syllabi, homework assignments, and procedure guides that align learning objectives with clinical competency standards O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Patient-centered language modeling — demonstrates therapeutic communication techniques with simulated or real patients during clinical supervision, narrating rationale for students observing bedside interactions Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Examination communication — compiles and administers written and practical examinations that precisely measure nursing knowledge domains including pharmacology, pathophysiology, and clinical judgment, then delivers grade rationale to students in structured feedback sessions O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Multi-audience instruction — adjusts explanatory depth and clinical examples when addressing undergraduate cohorts versus graduate practicum students on the same nursing topic Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Clinical needs assessment communication — interviews patients and student groups to assess teaching needs and articulates findings in oral and written form to supervising faculty and clinical partners O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Scholarly lecture design — delivers graduate-level lectures integrating current research evidence on topics such as evidence-based practice, population health, or pharmacogenomics, synthesizing complex sources into accessible clinical narratives Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Cross-disciplinary communication leadership — represents the nursing program in interdisciplinary faculty forums, articulating nursing education priorities and translating clinical practice language for non-nursing academic audiences Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Publication and curriculum documentation — authors program-level curriculum documents, accreditation reports, and peer-reviewed instructional materials that communicate nursing education standards to external stakeholders O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
2Leadership11 statements
Emerging
  1. Clinical oversight initiation — monitors a small group of nursing students in a supervised lab setting, directing task sequencing and correcting procedural errors during skill practice Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Classroom presence — takes responsibility for maintaining a structured learning environment during lectures and lab sessions, redirecting disruptive behavior and keeping sessions on schedule Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Student development guidance — identifies individual student performance gaps through assessment data and initiates targeted coaching plans to advance clinical competency before practicum placement Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Clinical unit coordination — coordinates student assignments across hospital units, liaising with charge nurses and unit educators to ensure productive and safe learning experiences O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Discussion leadership — facilitates Socratic dialogue during case-study seminars, modeling evidence-based reasoning and guiding students toward sound clinical judgment rather than providing direct answers Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Curriculum ownership — leads course-level curriculum review cycles, aligning learning outcomes with NCLEX-RN standards and accreditation criteria, and presenting revisions to departmental curriculum committees O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Practicum leadership — supervises students' full clinical rotations in hospital or community settings, delegating observational responsibilities to preceptors while maintaining accountability for student safety and competency achievement O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Peer mentorship — mentors junior nursing faculty in instructional design, clinical supervision techniques, and grading calibration to ensure consistency across course sections Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Program-level academic leadership — chairs nursing program committees, drives strategic curriculum innovation such as simulation lab integration or telehealth modules, and models instructional excellence that elevates departmental standards Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Institutional influence — advocates for nursing education resource allocation at the dean or provost level, translating frontline clinical education needs into institutional policy recommendations Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Faculty development facilitation — designs and leads professional development workshops for nursing faculty cohorts on topics such as high-fidelity simulation debriefing, inclusive pedagogy, and competency-based assessment Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
3Metacognition10 statements
Emerging
  1. Instructional self-review — reflects on individual lecture or lab sessions after delivery to identify content gaps or pacing issues and notes adjustments for the next class meeting Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Learning strategy awareness — recognizes personal strengths and limitations in clinical demonstration skills and seeks guidance from senior faculty on effective pedagogical approaches Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Assessment strategy monitoring — tracks patterns in student exam performance to evaluate whether teaching methods are producing intended learning outcomes and adjusts instructional approach accordingly Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Pedagogical goal-setting — sets explicit semester-level instructional improvement goals, such as increasing active learning techniques, and monitors progress through student feedback and peer observation data Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Knowledge boundary recognition — identifies the limits of personal expertise in specialty areas such as psychiatric nursing or neonatal care and pursues continuing education or collaborates with clinical specialists before teaching those units Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Reflective teaching practice — conducts structured end-of-semester self-evaluations comparing planned learning outcomes against student achievement data, identifying causal factors and redesigning instructional sequences for subsequent cohorts Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Adaptive clinical supervision — monitors own attentional focus and emotional responses during high-stress clinical supervision scenarios and intentionally adjusts supervisory style to maintain student psychological safety and instructional clarity Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Metacognitive modeling for students — explicitly teaches nursing students self-regulated learning strategies such as elaborative interrogation and retrieval practice within the context of clinical reasoning development, demonstrating personal application of these techniques Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Scholarly self-improvement — engages in systematic review of one's own teaching scholarship, identifies paradigm shifts in nursing education research, and incorporates new frameworks such as competency-based education into personal practice before disseminating to colleagues Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Cognitive bias examination — identifies and articulates discipline-specific cognitive biases in clinical reasoning instruction, such as anchoring bias in diagnosis, and redesigns case-based learning activities to help students and self recognize and counteract them Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
4Critical Thinking11 statements
Emerging
  1. Exam item analysis — reviews student responses on nursing examinations to distinguish between items testing rote recall and those requiring application of clinical judgment, identifying which question types yield most diagnostic information Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Evidence identification — locates current clinical practice guidelines and peer-reviewed nursing research to verify that lecture content on topics such as wound care or infection control reflects up-to-date evidence O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Grading calibration — evaluates student clinical performance papers and lab work against explicit rubric criteria, distinguishing competent application from rote replication and providing evidence-based rationale for grades assigned Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Clinical scenario analysis — constructs patient case studies for classroom use that require students to analyze incomplete information, identify assumptions, and prioritize nursing interventions under uncertainty Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Curriculum gap analysis — systematically evaluates course learning objectives against NCLEX-RN Next Generation test plans and clinical competency frameworks to identify logical gaps or misalignments O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Teaching needs assessment — applies multiple assessment methods to evaluate both clinical education needs of nursing students and patient and client teaching needs in practicum settings, synthesizing findings into evidence-based instructional recommendations O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Simulation debriefing analysis — leads post-simulation debriefs by analyzing student decision points, identifying flawed clinical reasoning chains, and guiding evidence-based correction without introducing premature closure Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Policy and standard evaluation — critically evaluates new institutional or accreditation policies against nursing education research before incorporating requirements into course design, identifying unintended consequences for student learning Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Scholarly curriculum critique — conducts formal program-level critical analyses comparing institutional nursing curriculum against national and international competency benchmarks, producing written recommendations for accreditation bodies or publication Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Research integration leadership — critically appraises nursing education and clinical research literature, synthesizes conflicting findings, and leads faculty in applying evidence to resolve contested instructional practices such as high-fidelity versus standardized patient simulation efficacy Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Complex ethical reasoning — analyzes ethically ambiguous clinical education situations such as student impairment, unsafe patient care incidents during practicum, or grading disputes, applying systematic ethical frameworks to reach defensible decisions Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
5Collaboration11 statements
Emerging
  1. Clinical site coordination — communicates with hospital unit nurses and charge staff to arrange student placement schedules and resolve basic logistical conflicts during clinical rotations O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Departmental participation — attends nursing program faculty meetings, contributes observations from own course sections, and follows through on assigned committee tasks Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Interprofessional clinical facilitation — collaborates with physicians, pharmacists, and allied health professionals in clinical units to create integrated learning experiences for nursing students observing team-based patient care O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Co-instruction coordination — coordinates content sequencing and assessment strategies with co-instructors teaching parallel sections of the same nursing course to ensure consistent student experience Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Student group dynamics management — structures and monitors student learning teams during lab and seminar activities, intervening to redistribute participation and resolve interpersonal conflicts that impede group progress Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Preceptor partnership — establishes productive working relationships with hospital-based preceptors, negotiating shared supervision responsibilities, aligning evaluation standards, and debriefing collaboratively on individual student progress O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Curriculum committee collaboration — works as a productive member of nursing curriculum committees, integrating diverse faculty perspectives and clinical expert input into cohesive course revision proposals Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Community health partnership — collaborates with community health organizations and public health agencies to design service-learning components of community health nursing courses O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Cross-institutional collaboration — leads collaborative curriculum development projects with partner institutions, clinical agencies, or accrediting bodies, integrating multiple stakeholder perspectives into programmatic nursing education innovations Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Interprofessional education design — designs and leads structured interprofessional education simulations pairing nursing students with medical, pharmacy, and social work students, managing complex multi-disciplinary faculty collaboration required for implementation Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Research collaboration — serves as principal or co-investigator in nursing education or clinical research studies, coordinating faculty, student, and clinical partners across data collection, analysis, and dissemination phases Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
6Character11 statements
Emerging
  1. Professional boundary maintenance — models and upholds clear professional boundaries with students in clinical and classroom settings, distinguishing between supportive mentoring and inappropriate familiarity Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Assessment integrity — submits grades and evaluation records honestly and on time, acknowledging uncertainty when evaluating borderline student performance rather than defaulting to convenience Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Academic integrity enforcement — addresses student academic dishonesty incidents in clinical documentation or written assignments by applying institutional policy consistently and transparently, explaining the patient-safety stakes of integrity in nursing practice Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Accountability in clinical supervision — takes full responsibility for student safety incidents occurring during supervised clinical practice, reporting accurately to program administrators and clinical partners without minimizing or deflecting Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Equitable evaluation — applies grading rubrics and clinical evaluation criteria consistently across students regardless of personal rapport, recognizing and correcting for implicit bias in performance assessments Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Ethical role modeling — demonstrates the ethical obligations of the nursing profession through personal conduct in clinical units, including patient confidentiality, informed consent practices, and culturally respectful care interactions observed by students Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Transparent communication of standards — explains grading criteria, clinical competency expectations, and program progression policies to students with full transparency at the outset of each course, inviting questions and documenting verbal agreements in writing Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Vulnerable population advocacy — upholds patient dignity and autonomy when supervising students interacting with vulnerable patient populations in clinical settings, intervening when student behavior approaches disrespectful or unsafe practice Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Ethical leadership in difficult cases — navigates complex situations such as recommending dismissal of a clinically unsafe student, whistleblowing on institutional practice violations, or failing a student under grade-appeal pressure with documented transparency and unwavering ethical reasoning Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Professional standards stewardship — contributes to the development or revision of institutional academic integrity policies, clinical conduct standards, or accreditation self-study ethics sections, drawing on personal practice experience to strengthen systemic accountability structures Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Integrity culture cultivation — fosters a program-wide culture of ethical nursing practice by weaving professional ethics content into every course level and publicly recognizing student demonstrations of moral courage in clinical settings Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
7Creativity11 statements
Emerging
  1. Instructional material adaptation — modifies existing lecture slides, case studies, or handouts to incorporate recent clinical examples or local population health data that make content more relevant to current student cohorts Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Assessment variation — experiments with alternative assignment formats such as concept mapping or reflective journals alongside traditional examinations to surface different dimensions of student clinical understanding Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Simulation scenario design — creates original high-fidelity simulation scenarios incorporating realistic patient profiles, unexpected clinical deterioration events, and ethical dilemmas that require students to integrate pharmacology, assessment, and communication skills simultaneously Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Active learning innovation — replaces portions of didactic lecture in pharmacology or pathophysiology units with team-based learning activities, unfolding case studies, or flipped classroom structures that increase student engagement Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Clinical teaching improvisation — responds creatively to unplanned clinical learning opportunities in hospital units, such as an unexpected patient presentation, by pivoting supervision focus to extract maximum pedagogical value from the real-time situation Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Curriculum module creation — designs original course modules on emerging nursing topics such as telehealth nursing, trauma-informed care, or opioid stewardship that have no established precedent in the existing curriculum, developing learning objectives, instructional activities, and assessments from the ground up Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Interdisciplinary learning experience design — creates novel interprofessional education experiences by synthesizing nursing, medical, and behavioral health content into integrated case-based learning environments not previously offered by the program Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Remediation strategy innovation — develops individualized creative remediation plans for students struggling with clinical reasoning, combining visual conceptual tools, spaced repetition schedules, and peer-teaching assignments tailored to each student's learning profile Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Pedagogical model innovation — pioneers program-level instructional models such as a fully competency-based nursing curriculum or a virtual reality clinical preparation sequence, managing the creative and logistical complexity of institution-wide implementation Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Grant-funded curriculum development — generates original nursing education program proposals for external funding, conceptualizing innovative approaches to workforce pipeline development, simulation infrastructure, or rural health nursing education Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Thought leadership in nursing education — publishes original frameworks, pedagogical tools, or curriculum models in nursing education journals, establishing new approaches that other programs adopt and adapt Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
8Growth Mindset11 statements
Emerging
  1. Feedback receptivity — receives student course evaluation feedback and peer observation critiques without defensiveness, identifying at least one actionable instructional change to implement in the following term Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Clinical knowledge updating — pursues continuing education in clinical specialty areas relevant to assigned courses, acknowledging that nursing science evolves and that pre-licensure clinical experience requires deliberate refreshing Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Instructional experimentation — pilots new active learning techniques or assessment formats in one course section, collecting informal student performance data to evaluate effectiveness and iterating on the approach regardless of initial mixed results Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Setback reframing — when a redesigned unit or examination performs poorly as indicated by low student achievement scores, treats the outcome as diagnostic information and systematically redesigns the instructional sequence rather than attributing failure to student deficiency Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Professional development engagement — attends nursing education conferences, simulation training workshops, and faculty learning communities, applying new methods to courses within the same academic year Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Accreditation feedback integration — uses detailed accreditation site visit feedback and program outcome data to drive substantive curriculum revision, treating external critique as a developmental resource rather than a compliance burden Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Student failure analysis — when multiple students fail to achieve a clinical competency, conducts a systematic analysis of instructional design, prerequisite knowledge gaps, and assessment validity before redesigning the teaching sequence Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Mentorship of growth orientation in students — explicitly teaches nursing students to reframe clinical errors as learning data, models personal learning from mistakes in supervised settings, and structures debriefs to normalize the struggle inherent in developing clinical expertise Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Transformative curriculum response — leads program-wide curriculum transformation in response to major external shifts such as NCLEX-RN Next Generation exam changes or pandemic-driven clinical access disruptions, modeling adaptive persistence throughout a multi-year change process Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Growth culture institutionalization — establishes formal nursing program structures such as faculty peer observation programs, student learning analytics reviews, and iterative curriculum mapping cycles that embed continuous improvement as a departmental norm Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Scholarly resilience — persists through grant rejection, manuscript revision cycles, and failed pedagogical experiments to generate a body of nursing education scholarship that advances the field, documenting the iterative process transparently in publications Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
9Mindfulness11 statements
Emerging
  1. Classroom attention management — maintains focused instructional presence during lectures and lab sessions, redirecting personal distractions to sustain consistent responsiveness to student questions and confusion signals Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Emotional awareness in evaluation — notices personal emotional reactions when evaluating students under academic progression pressure and pauses to apply rubric criteria deliberately before assigning grades Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Clinical supervision presence — maintains heightened situational awareness during hospital unit supervision, simultaneously monitoring multiple students' patient interactions and detecting early signs of unsafe practice before errors reach patients Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Student distress recognition — attends to behavioral and verbal cues indicating student anxiety, burnout, or crisis during high-stakes clinical placements and responds with timely, calibrated support rather than dismissal or over-intervention Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Intentional pacing — manages instructional pacing in lecture and clinical settings by periodically checking student comprehension signals and adjusting tempo, avoiding the reflexive tendency to accelerate through dense pharmacology or pathophysiology content Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Regulated debriefing facilitation — conducts post-simulation and post-clinical debriefs with emotional regulation and non-reactive presence, creating psychological safety for students to disclose errors and reasoning failures without fear of punitive judgment Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Stressor identification and response — recognizes personal occupational stressors such as high course loads, clinical placement shortages, or accreditation pressures and applies deliberate coping strategies to maintain instructional effectiveness across the semester Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Mindful feedback delivery — delivers difficult performance feedback to struggling nursing students with calm, specific, and compassionate language, separating the student's identity from their clinical performance deficits Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Mindfulness pedagogy integration — embeds structured mindfulness and reflective practice exercises into nursing curricula such as post-clinical reflection protocols or mindful handoff communication practices, preparing students for emotionally demanding clinical environments Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Crisis response composure — maintains clear instructional authority and calm decision-making during acute clinical emergencies in supervised student settings such as patient deterioration or student injury, preventing panic contagion while managing the incident Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Faculty wellness modeling — champions mindfulness-based faculty wellness initiatives at the program or college level, demonstrating through personal practice that sustained high performance in nursing education requires intentional self-regulation Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
10Fortitude11 statements
Emerging
  1. Workload persistence — maintains consistent instructional quality across high-volume grading periods involving simultaneous evaluation of clinical performance records, laboratory work, and written assignments for multiple student cohorts Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Uncertainty tolerance — proceeds with confidence in clinical teaching responsibilities when confronted with ambiguous accreditation timelines or evolving institutional policies that affect course delivery Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Student remediation persistence — sustains investment in supporting academically or clinically at-risk nursing students through extended coaching, repeated competency evaluations, and documentation-heavy remediation processes without reducing effort due to student resistance or slow progress Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Clinical safety courage — intervenes decisively when a student's clinical action poses patient risk, accepting the interpersonal discomfort of confrontation and the potential for student distress in order to uphold patient safety standards Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Curriculum disruption resilience — maintains program continuity and instructional effectiveness during sudden clinical site losses, simulation lab closures, or pandemic-driven modality shifts, rapidly developing alternative learning experiences Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Sustained accreditation effort — leads or substantially contributes to multi-year accreditation preparation processes involving exhaustive self-study documentation, program outcome analysis, and policy revision, maintaining rigor and accuracy under prolonged administrative pressure Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Difficult student decisions — sustains the resolve necessary to enforce academic progression policies resulting in student dismissal from the nursing program, withstanding appeals, family pressure, and personal discomfort while adhering to documented evidence and due process Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Innovation under resistance — advances curricular innovation proposals such as simulation-to-clinical hour substitution or competency-based progression through institutional resistance, funding constraints, and skeptical faculty opposition without abandoning evidence-based rationale Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Systemic advocacy persistence — pursues long-term advocacy for nursing education funding, clinical placement access, or faculty-to-student ratio reform across multiple institutional and legislative cycles, sustaining effort through repeated setbacks and slow systemic change Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Role model of professional resilience — publicly shares experiences of instructional failure, program setbacks, and personal professional challenges with faculty and student audiences to demonstrate that resilience is a learnable and necessary attribute of nursing professionals at every career stage Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Field-level fortitude — engages in sustained nursing education scholarship and advocacy during periods of national nursing workforce crisis, contributing evidence-based solutions under conditions of extreme resource scarcity, public scrutiny, and professional uncertainty Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Sources:Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
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Source anchors that ground each statement

Related titles
Adjunct Clinical Nursing Instructor · Adjunct Instructor · Adjunct Nursing Instructor · Advanced Nursing Professor · Assistant Professor · Associate Professor · Clinical Instructor · Clinical Nursing Instructor · Clinical Nursing Professor · Continuing Education Instructor · CPR Instructor (Cardiopulmonary Resuscitation Instructor) · Faculty Member
RAPIDS apprenticeships
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O*NET skills
InstructingSpeakingLearning StrategiesReading ComprehensionActive ListeningWritingJudgment and Decision MakingMonitoringCritical ThinkingActive LearningSocial PerceptivenessCoordinationComplex Problem SolvingTime ManagementService OrientationSystems EvaluationPersuasionSystems AnalysisNegotiationManagement of Personnel Resources
Knowledge domains
Medicine and DentistryEducation and TrainingPsychologyEnglish LanguageBiologyCustomer and Personal ServiceMathematicsTherapy and CounselingSociology and AnthropologyComputers and ElectronicsAdministrativeCommunications and MediaPublic Safety and SecurityAdministration and Management
Abilities
Written ComprehensionOral ComprehensionOral ExpressionSpeech ClarityWritten ExpressionDeductive ReasoningInductive ReasoningProblem SensitivityNear VisionSpeech Recognition
Work styles
DependabilityAttention to DetailCooperationEmpathySocial OrientationCautiousness
Technology
Computer based training softwareData base user interface and query softwareCalendar and scheduling softwareWord processing softwareInformation retrieval or search softwareElectronic mail softwareOptical character reader OCR or scanning softwareMulti-media educational softwareMedical softwareSpreadsheet software
Tasks · seed anchors for statements
  1. Evaluate and grade students' class work, laboratory and clinic work, assignments, and papers.
  2. Supervise students' laboratory and clinical work.
  3. Initiate, facilitate, and moderate classroom discussions.
  4. Assess clinical education needs and patient and client teaching needs using a variety of methods.
  5. Compile, administer, and grade examinations, or assign this work to others.
  6. Prepare and deliver lectures to undergraduate or graduate students on topics such as pharmacology, mental health nursing, and community health care practices.
  7. Prepare course materials, such as syllabi, homework assignments, and handouts.
  8. Demonstrate patient care in clinical units of hospitals.
CIP education codes
51.320351.380151.380351.380451.380551.380651.380751.380851.380951.381051.381151.381251.381351.381451.381551.381651.381851.381951.382051.382151.382251.382451.3899

Sources: O*NET v30.2 (CC BY 4.0), SkillsCrosswalk.com, LER.me, Anthropic Economic Index, SAFI (Jadhav & Danve, 2026), WEF Skills Taxonomy 2021, Pathsmith Durable Skills Framework. © 2026 EBSCOed.