Continuing professional development among social- and health-care educators
|Author:||Koskimäki, Minna1; Lähteenmäki, Marja-Leena2; Mikkonen, Kristina3;|
1Faculty of Social Sciences, Nursing science/Health Sciences, Tampere University, Tampere, Finland
2Tampere University of Applied Sciences, Tampere, Finland
3Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland
4Medical Research Center Oulu, Oulu University Hospital and University of Oulu, Oulu, Finland
5Department of Caring and Ethics, Faculty of Health Sciences, University of Stavanger, Stavanger, Norway
6Faculty of Education and Welfare Studies, Åbo Akademi University, Vaasa, Finland
7Vocational Teacher Education, Tampere University of Applied Sciences, Tampere, Finland
8Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, Finland
9Faculty of Social Sciences, Tampere University, Tampere, Finland
|Online Access:||PDF Full Text (PDF, 0.3 MB)|
|Persistent link:|| http://urn.fi/urn:nbn:fi-fe202201041136
John Wiley & Sons,
|Publish Date:|| 2021-12-27
Future social- and health-care educators will be required to have versatile competence in educating professionals that reflects both the constantly changing health-care environment and delivery of high-quality patient care. Continuing professional development can be defined as a process that aims to increase educators’ competence and well-being, along with the effectiveness of an organisation. This study aimed to describe educators’ continuing professional development and clarify the contribution of continuing education. The research applied a qualitative approach as only limited information about social- and health-care educators’ professional development currently exists. Data were collected by group interviews of 35 experienced social- and health-care educators from six institutions of higher education and two vocational schools across Finland. An inductive content analysis yielded 39 subcategories, 11 categories and three main categories, namely, educators’ approaches for developing professional competence, barriers to continuing education, and educators’ continuing education needs. The educators reported that they maintain and develop their competence in versatile ways; for example, continuing professional development takes place through both formal continuing education and informal collaboration at daily work. Regarding barriers to continuing education, the educators most often cited the lack of planning and a lack of resources, for example, scheduling and financial factors. The continuing education needs of social- and health-care educators are highly individual and should not only reflect organisational goals. The fact that this study only included experienced educators can be considered a limitation, as a sample that also included novice educators may have yielded different perceptions of continuing education and professional development. The results of the research can be utilised when designing the continuing professional development of educators at the individual, group or organisational level.
Scandinavian journal of caring sciences
|Pages:||668 - 677|
|Type of Publication:||
A1 Journal article – refereed
|Field of Science:||
This study is part of the TerOpe project funded by the Ministry of Education and Culture in Finland [grant OKM/61/523/2017]. We would like to acknowledge the Ministry of Education and Culture for providing us this opportunity.
© 2020 Nordic College of Caring Science. This is the peer reviewed version of the following article: Scand J Caring Sci; 2021; 35: 668– 677 Continuing professional development among social- and health-care educators, which has been published in final form at https://doi.org/10.1111/scs.12948. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.