Kristina Mikkonen1, Tapio Ojala2, Tuulikki Sjögren2, Arja Piirainen2, Camilla Koskinen3, Monika Koskinen3, Meeri Koivula4, Marjorita Sormunen5, Terhi Saaranen5, Leena Salminen6, Minna Koskimäki4, Heidi Ruotsalainen7, Marja-Leena Lähteenmäki8, Outi Wallin9, Hanne Mäki-Hakola10, Maria Kääriäinen11. 1. Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland. Electronic address: kristina.mikkonen@oulu.fi. 2. Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, Finland. 3. Faculty of Education and Welfare Studies, Åbo Akademi University, Turku, Finland. 4. Faculty of Social Sciences, University of Tampere, Tampere, Finland. 5. Faculty of Health Sciences, Department of Nursing Science, University of Eastern Finland, Kuopio, Finland. 6. Faculty of Medicine, Department of Nursing Science, University of Turku, Turku, Finland. 7. Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland. 8. Degree Programme in Physiotherapy, Tampere University of Applied Sciences, Tampere, Finland. 9. Degree Programme in Social Services, Tampere University of Applied Sciences, Tampere, Finland. 10. Teacher Training Programme, Tampere University of Applied Sciences, Tampere, Finland. 11. Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland; Medical Research Center Oulu, Oulu University Hospital and University of Oulu, Oulu, Finland; The Finnish Centre for Evidence-Based Health Care: A Joanna Briggs Institute Centre of Excellence, Finland.
Abstract
BACKGROUND: In the face of rapid digitalisation and ever-higher educational requirements for healthcare professionals, it is important that health science teachers possess the relevant core competences. The education of health science teachers varies internationally and there is no consensus about the minimum qualifications and experience they require. OBJECTIVE: The aim of this systematic review was to describe the health science teachers' competences and the factors related to it. DESIGN: Systematic review of original quantitative studies. DATA SOURCES: Four databases were selected from which to retrieve original studies: Cinahl (Ebsco), PubMed, Medic, Eri (ProQuest). REVIEW METHODS: The systematic review used PICOS inclusion criteria. Original peer-reviewed quantitative studies published between 1/2007 and 1/2018 were identified. Screening was conducted by two researchers separately reading the 1885 titles, 600 abstracts, and 63 full-texts that were identified, and then agreed between them. Critical appraisal was performed using the JBI MAStARI evaluation tool. The data was extracted and then analysed narratively. RESULTS: The core competences of health science teachers include areas of knowledge, skills and attitudes. Health science teachers evaluate their own competence as high. Only in relation to entrepreneurship and leadership knowledge was evaluated to be average. The most common factors influencing competence were teachers' title/position, healthcare experience, research activities, age, academic degree and for which type of organisation they work. CONCLUSION: It is important to identify the core competencies required by health science teachers in order to train highly competent healthcare professionals. Based on the findings of this systematic review we suggest that teachers should be encouraged to gain university education and actively participate in research, and that younger teachers should have opportunities to practice the relevant teaching skills to build competence.
BACKGROUND: In the face of rapid digitalisation and ever-higher educational requirements for healthcare professionals, it is important that health science teachers possess the relevant core competences. The education of health science teachers varies internationally and there is no consensus about the minimum qualifications and experience they require. OBJECTIVE: The aim of this systematic review was to describe the health science teachers' competences and the factors related to it. DESIGN: Systematic review of original quantitative studies. DATA SOURCES: Four databases were selected from which to retrieve original studies: Cinahl (Ebsco), PubMed, Medic, Eri (ProQuest). REVIEW METHODS: The systematic review used PICOS inclusion criteria. Original peer-reviewed quantitative studies published between 1/2007 and 1/2018 were identified. Screening was conducted by two researchers separately reading the 1885 titles, 600 abstracts, and 63 full-texts that were identified, and then agreed between them. Critical appraisal was performed using the JBI MAStARI evaluation tool. The data was extracted and then analysed narratively. RESULTS: The core competences of health science teachers include areas of knowledge, skills and attitudes. Health science teachers evaluate their own competence as high. Only in relation to entrepreneurship and leadership knowledge was evaluated to be average. The most common factors influencing competence were teachers' title/position, healthcare experience, research activities, age, academic degree and for which type of organisation they work. CONCLUSION: It is important to identify the core competencies required by health science teachers in order to train highly competent healthcare professionals. Based on the findings of this systematic review we suggest that teachers should be encouraged to gain university education and actively participate in research, and that younger teachers should have opportunities to practice the relevant teaching skills to build competence.