Health science student teachers' perceptions of teacher competence: A qualitative study

• Published in: Nurse education today Vol. 84; p. 104210
• Main Authors: Kuivila, Heli-Maria, Mikkonen, Kristina, Sjögren, Tuulikki, Koivula, Meeri, Koskimäki, Minna, Männistö, Merja, Lukkarila, Pirjo, Kääriäinen, Maria
• Format: Journal Article
• Language: English
• Published: Edinburgh Elsevier Ltd 01.01.2020; Elsevier Science Ltd
• Subjects: Comparative analysis; Competence; Content analysis; Cost analysis; Curricula; Education; Educational programs; Evidence-based practice; Focus groups; Globalization; Health education; Health promotion; Health Sciences; Leadership; Masters degrees; Medical education; Nursing; Perceptions; Professional development; Qualitative research; Science teachers; Student teacher; Student teachers; Teacher; Teacher degree program; Teacher education; Teachers; Teaching; Teacher degree program; Teacher; Health sciences; Student teacher; Competence; Education
• ISSN: 0260-6917; 1532-2793
• DOI: 10.1016/j.nedt.2019.104210

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.