Heli-Maria Kuivila1, Kristina Mikkonen2, Tuulikki Sjögren3, Meeri Koivula4, Minna Koskimäki5, Merja Männistö6, Pirjo Lukkarila7, Maria Kääriäinen8. 1. Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland. Electronic address: heli-maria.kuivila@oulu.fi. 2. Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland. Electronic address: Kristina.mikkonen@oulu.fi. 3. Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, Finland. Electronic address: tuulikki.sjogren@jyu.fi. 4. Faculty of Social Sciences, University of Tampere, Tampere, Finland. Electronic address: meeri.koivula@tuni.fi. 5. Faculty of Social Sciences, University of Tampere, Tampere, Finland. Electronic address: minna.koskimaki@tuni.fi. 6. Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland; Health Care and Nursing, Oulu University of Applied Sciences, Oulu, Finland. Electronic address: merja.mannisto@oulu.fi. 7. Oulu University Hospital (OYS), Oulu, Finland. Electronic address: pirjo.lukkarila@ppshp.fi. 8. 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, Helsinki, Finland. Electronic address: maria.kaariainen@oulu.fi.
Abstract
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.
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.