Refereed review article in scientific journal (A2)
Competence areas of health science teachers – A systematic review of quantitative studies
List of Authors: Mikkonen Kristina, Ojala Tapio, Sjögren Tuulikki, Piirainen Arja, Koskinen Camilla, Koskinen Monika, Koivula Meeri, Sormunen Marjorita, Saaranen Terhi, Salminen Leena, Koskimäki Minna, Ruotsalainen Heidi, Lähteenmäki Marja-Leena, Wallin Outi, Mäki-Hakola Hanne, Kääriäinen Maria
Publisher: Churchill Livingstone
Publication year: 2018
Journal: Nurse Education Today
Journal name in source: Nurse Education Today
Volume number: 70
Start page: 77
End page: 86
Number of pages: 10
ISSN: 0260-6917
eISSN: 1532-2793
DOI: http://dx.doi.org/10.1016/j.nedt.2018.08.017
Self-archived copy’s web address: https://research.utu.fi/converis/portal/detail/Publication/35818581
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.
ObjectiveThe aim of this systematic review was to describe the health science teachers' competences and the factors related to it.
DesignSystematic review of original quantitative studies.
Data sourcesFour databases were selected from which to retrieve original studies: Cinahl (Ebsco), PubMed, Medic, Eri (ProQuest).
Review MethodsThe 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.
ResultsThe 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.
ConclusionIt 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.
Downloadable publication This is an electronic reprint of the original article. |  |
