Enhancing nurse educator self-efficacy in teaching multilingual students: A single-group educational intervention study

Background and objective: Despite increasing diversity within nursing programs, educators often report feeling underprepared to teach multilingual students. Self-efficacy is essential in shaping inclusive learning environments that promote academic success and retention. This project aimed to enhance nurse educators’ self-efficacy in teaching multilingual students through a targeted educational intervention.
Methods: A one-hour faculty development session was implemented at an associate degree nursing program, utilizing evidence-based teaching strategies, inclusive classroom practices, and culturally responsive communication approaches. A single-group pretest–posttest educational intervention design was used. Changes in self-efficacy were measured using the revised Self Efficacy Toward Teaching Inventory for Nurse Educators (SETTI-NE). 
Results: Twenty-three educators participated. Self-efficacy significantly improved following the intervention (t(22) = 7.64, p < .001), with mean scores increasing from 34.22 (SD = 8.93) to 45.91 (SD = 5.49), representing a mean difference of 11.69 points (95% CI, 8.48–14.90) and a large effect size (Cohen's d = 1.59).
Conclusions: Focused faculty development interventions can improve educators’ preparedness to teach multilingual students and support inclusive educational practices. These findings support faculty development initiatives that align with Domains 1, 3, 5, and 10 of the AACN Essentials by strengthening educator competence in inclusive, evidence-based instruction.