Heli-Maria Kuivila, Kristina Mikkonen, Tuulikki Sjögren, Meeri Koivula, Minna Koskimäki, Merja Männistö, Pirjo Lukkarila, Maria Kääriäinen, Health science student teachers' perceptions of teacher competence: A qualitative study, Nurse Education Today, Volume 84, 2020, 104210, ISSN 0260-6917, https://doi.org/10.1016/j.nedt.2019.104210
Health science student teachers’ perceptions of teacher competence : a qualitative study
|Author:||Kuivila, Heli-Maria1; Mikkonen, Kristina1; Sjögren, Tuulikki2;|
1Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland
2Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, Finland
3Faculty of Social Sciences, University of Tampere, Tampere, Finland
4Health Care and Nursing, Oulu University of Applied Sciences, Oulu, Finland
5Oulu University Hospital (OYS), Oulu, Finland
6Medical Research Center Oulu, Oulu University Hospital and University of Oulu, Oulu, Finland
7The Finnish Centre for Evidence-Based Health Care: A Joanna Briggs Institute Centre of Excellence, Helsinki, Finland
|Online Access:||PDF Full Text (PDF, 0.1 MB)|
|Persistent link:|| http://urn.fi/urn:nbn:fi-fe2019102434579
|Publish Date:|| 2020-09-12
Background: Health science teacher competence is multifaceted and continuously changing according to national and international healthcare standards. Organizational restructuring and emphasis on cost effectiveness is changing the scope of health science teachers’ practical work and their role in healthcare (worldwide).
Aim: This study aimed to describe student teachers’ perceptions of the competencies needed to work as an educator in the healthcare field. Objective of study was to gain new knowledge which can be used in the development of teacher education programs in nursing science and to define a broader definition of the health science educators.
Methods: A qualitative study was conducted. Data were collected from 23 Finnish students completing a master’s degree in teaching in the healthcare context using focus group interviews. The data were analyzed by inductive content analysis.
Results: The student teachers identified eight main categories of teacher competence: leadership and management competence; evidence-based practice competence; subject competence; ethical competence; pedagogical competence; collaboration competence; internationalization competence; and continuous professional development competence.
Conclusion: This study identified essential teacher competencies that can be evaluated among students to develop health science teacher curricula. The findings can be used in follow-up studies or comparative research to investigate competence differences between novice and experienced teachers.
Nurse education today
|Pages:||1 - 25|
|Type of Publication:||
A1 Journal article – refereed
|Field of Science:||
© 2019 Elsevier Ltd. All rights reserved. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/.