Competence areas of health science teachers – A systematic review of quantitative studies

Kristina Mikkonen; Tapio Ojala; Tuulikki Sjögren; Arja Piirainen; Monika Koskinen; Camilla Koskinen; Meeri Koivula; Marjorita Sormunen; Terhi Saaranen; Leena Salminen; Minna Koskimäki; Heidi Ruotsalainen; Marja-Leena Lähteenmäki; Outi Wallin; Hanne Mäki-Hakola; Maria Kääriäinen

doi:10.1016/j.nedt.2018.08.017

Competence areas of health science teachers – A systematic review of quantitative studies

Kristina Mikkonen, Tapio Ojala, Tuulikki Sjögren, Arja Piirainen, Monika Koskinen, Camilla Koskinen, Meeri Koivula, Marjorita Sormunen, Terhi Saaranen, Leena Salminen, Minna Koskimäki, Heidi Ruotsalainen, Marja-Leena Lähteenmäki, Outi Wallin, Hanne Mäki-Hakola, Maria Kääriäinen

Tutkimustuotos: Lehtiartikkeli › Katsausartikkeli › vertaisarvioitu

48 Sitaatiot (Scopus)

Abstrakti

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: Itis 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.

Alkuperäiskieli	Ei tiedossa
Sivut	77–86
Julkaisu	Nurse Education Today
Vuosikerta	70
DOI - pysyväislinkit	https://doi.org/10.1016/j.nedt.2018.08.017
Tila	Julkaistu - 2018
OKM-julkaisutyyppi	A2 Arvio tiedejulkaisuussa (artikkeli)

Keywords

Health education
Health care
teacher education

Pääsy asiakirjaan

10.1016/j.nedt.2018.08.017

Viittausmuodot

Mikkonen, K., Ojala, T., Sjögren, T., Piirainen, A., Koskinen, M., Koskinen, C., Koivula, M., Sormunen, M., Saaranen, T., Salminen, L., Koskimäki, M., Ruotsalainen, H., Lähteenmäki, M.-L., Wallin, O., Mäki-Hakola, H., & Kääriäinen, M. (2018). Competence areas of health science teachers – A systematic review of quantitative studies. Nurse Education Today, 70, 77–86. https://doi.org/10.1016/j.nedt.2018.08.017

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title = "Competence areas of health science teachers – A systematic review of quantitative studies",

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: Itis 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.",

keywords = "Health education, Health care, teacher education, Health education, Health care, teacher education, Health education, Health care, teacher education",

author = "Kristina Mikkonen and Tapio Ojala and Tuulikki Sj{\"o}gren and Arja Piirainen and Monika Koskinen and Camilla Koskinen and Meeri Koivula and Marjorita Sormunen and Terhi Saaranen and Leena Salminen and Minna Koskim{\"a}ki and Heidi Ruotsalainen and Marja-Leena L{\"a}hteenm{\"a}ki and Outi Wallin and Hanne M{\"a}ki-Hakola and Maria K{\"a}{\"a}ri{\"a}inen",

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Mikkonen, K, Ojala, T, Sjögren, T, Piirainen, A, Koskinen, M, Koskinen, C, Koivula, M, Sormunen, M, Saaranen, T, Salminen, L, Koskimäki, M, Ruotsalainen, H, Lähteenmäki, M-L, Wallin, O, Mäki-Hakola, H & Kääriäinen, M 2018, 'Competence areas of health science teachers – A systematic review of quantitative studies', Nurse Education Today, Vuosikerta 70, Sivut 77–86. https://doi.org/10.1016/j.nedt.2018.08.017

TY - JOUR

T1 - Competence areas of health science teachers – A systematic review of quantitative studies

AU - Mikkonen, Kristina

AU - Ojala, Tapio

AU - Sjögren, Tuulikki

AU - Piirainen, Arja

AU - Koskinen, Monika

AU - Koskinen, Camilla

AU - Koivula, Meeri

AU - Sormunen, Marjorita

AU - Saaranen, Terhi

AU - Salminen, Leena

AU - Koskimäki, Minna

AU - Ruotsalainen, Heidi

AU - Lähteenmäki, Marja-Leena

AU - Wallin, Outi

AU - Mäki-Hakola, Hanne

AU - Kääriäinen, Maria

PY - 2018

Y1 - 2018

N2 - 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: Itis 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.

AB - 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: Itis 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.

KW - Health education

KW - Health care

KW - teacher education

KW - Health education

KW - Health care

KW - teacher education

KW - Health education

KW - Health care

KW - teacher education

U2 - 10.1016/j.nedt.2018.08.017

DO - 10.1016/j.nedt.2018.08.017

M3 - Översiktsartikel

SN - 0260-6917

VL - 70

SP - 77

EP - 86

JO - Nurse Education Today

JF - Nurse Education Today

ER -