Health science student teachers' perceptions of teacher competence: A qualitative study.
Competence
Education
Health sciences
Student teacher
Teacher
Teacher degree program
Journal
Nurse education today
ISSN: 1532-2793
Titre abrégé: Nurse Educ Today
Pays: Scotland
ID NLM: 8511379
Informations de publication
Date de publication:
Jan 2020
Jan 2020
Historique:
received:
08
05
2019
revised:
30
06
2019
accepted:
06
09
2019
pubmed:
5
11
2019
medline:
17
6
2020
entrez:
5
11
2019
Statut:
ppublish
Résumé
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). 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. 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. 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. 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.
Sections du résumé
BACKGROUND
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
OBJECTIVE
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
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
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
CONCLUSIONS
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.
Identifiants
pubmed: 31683137
pii: S0260-6917(19)30703-8
doi: 10.1016/j.nedt.2019.104210
pii:
doi:
Types de publication
Journal Article
Langues
eng
Pagination
104210Informations de copyright
Copyright © 2019 Elsevier Ltd. All rights reserved.