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

Kuivila, Heli‐Maria; Mikkonen, Kristina; Sjögren, Tuulikki; Koivula, Meeri; Koskimäki, Minna; Männistö, Merja; Lukkarila, Pirjo; Kääriäinen, Maria

doi:10.1016/j.nedt.2019.104210

Cited by 35 publications

(33 citation statements)

References 39 publications

(33 reference statements)

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“…Some studies believe that training teachers' professional competency and teachers' positive attitude toward classroom learning can improve teachers' complete participation rate in classroom learning (Jhang, 2019). In Kuivila's research, teacher competency included leadership and management competency, evidence-based practice competency, subject competency, ethical competency, pedagogical competency, collaboration competency, internationalization competency, and continuous professional development competency (Kuivila et al, 2020). Some scholars believe that the concept of mathematics teachers' competency includes the subject characteristics and common aspects of mathematics teachers' knowledge, skill, and belief (Blömeke et al, 2020).…”

Section: Literature Review Research On Competency Theorymentioning

confidence: 99%

Exploring Factors Link to Teachers’ Competencies in Entrepreneurship Education

Huang

Liu

et al. 2020

Front. Psychol.

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To improve the quality of entrepreneurship education, this study explored factors linked to teachers' competencies in entrepreneurship education in China. A regression analysis based on 12,596 teachers' questionnaires showed that the competencies of teachers in entrepreneurship education had three dimensions. The factors linked to teacher's competencies were professional training, new modes of teaching, entrepreneurial practice, entrepreneurial culture, and policy guarantee. At the same time, the influence mechanism between teachers' overall competency and factors is explored. For a higher quality of entrepreneurship education, it is necessary to adopt new modes of teaching, pay attention to teachers' careers, and improve the evaluation and recruitment mechanism for teachers. Our findings provide novel insights by exploring factors linked to teachers' competencies, extending understanding on improving the quality of entrepreneurship education, and enriching the entrepreneurship education literature by adding new empirical evidence from China.

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Section: Literature Review Research On Competency Theorymentioning

confidence: 99%

Exploring Factors Link to Teachers’ Competencies in Entrepreneurship Education

Huang

Liu

et al. 2020

Front. Psychol.

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“…A recent systematic review showed that clinical instructors' competencies are complex and as it constantly changes according to, the healthcare organizational and political structure [7]. Furthermore, organizational restructuring and emphasis on cost effectiveness has transformed the scope of CNIs' practical work and their role in clinical education [3]. Studies have also shown that required competencies for CNIs vary between countries [8].…”

Section: Introductionmentioning

confidence: 99%

“…The advances in medical sciences, the increasing numbers of nursing students, the high expectations of education and health systems, and the transfer of educational systems from hospital-based models to higher education institutes necessitate the development of the professional competencies of nursing instructors [2]. The concept of competence refers to a person's knowledge, skills, and abilities that are essential to effective performance in a job [3]. Nursing competency refers to a person's ability to perform nursing duties effectively to integrate knowledge and emotional and psychomotor skills in nursing care [4].…”

Section: Introductionmentioning

confidence: 99%

“…A qualitative study with phenomenological approach showed that the most important competency of nursing clinical instructors from the perspective of nursing students including: establishing communication skills, using coaching techniques for learning, having experience and specialty knowledge and being a role model [9]. In a qualitative study with content analysis, the researchers identi ed competencies for Finnish health science student teachers, including: competence of knowledge in practice; competence of ethical principles in clinical education; competence of digital technology; competence of communication skills and competence of cultural [3].…”

Section: Introductionmentioning

confidence: 99%

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Nursing Instructors’ Perception of Clinical Education Competencies: A Qualitative Study

Beiranvand

Kermanshahi

Memarian

2021

Preprint

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Background: Clinical education competencies are a core requirement for clinical nurse instructors, contributing toward better the learning outcomes of students in the clinical settings. Awareness of nursing instructor's perception is essential for designing nursing professional development programs. This study aimed to explore nursing clinical instructors’ perception of the essential competencies for clinical education. Methods: A qualitative design, based on the content analysis approach was used. Eighteen clinical nursing instructors and five nursing students from Lorestan University of Medical Science(LUMS), were selected via a purposeful sampling method. Data were collected using a semi structured in-depth interview method, from October 2018 to February 2019. The interviews were recorded, transcribed verbatim, and analyzed with using Graneheim and Lundman methods. Results: Analysis of nursing instructors' perceptions of clinical education competencies identified four main categories and eight sub-categories. The main categories included; (I) tasks oriented education; (II) guiding and supporting nursing students; (III) organizing communication skills and (IV) professional-ethical role modeling Conclusions Although academic clinical faculties and part time clinical nursing instructors reported a high level of knowledge and confidence in their ability to establish communication skills, role modeling and nursing students’ supervision, Part time clinical nursing instructors, also identified the need for additional support for their clinical teaching roles. They were not prepared enough for clinical teaching roles; their perception of clinical educational skills was tasks oriented education. The development, implementation, and evaluation of curriculum based on clinical competency with structured mentoring processes for part time clinical nursing instructors are recommended, in order to meet the knowledge gap that has been created.

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“…The most common understanding of competence includes 'knowledge', 'skills', 'attitudes', and also complex combinations of these dimensions to help people perform intelligently in speci c situations [17]. The professional competences of health science teachers are multi-dimensional, such as leadership and management competence, evidence-based education competence, subject competence, and ethical competence [18]. However, there is no agreement on the important competences required of health science teachers in different countries, even within the speci c discipline of healthcare education [19].…”

Section: Introductionmentioning

confidence: 99%

Competence of Pharmaceutical Mentors: A Survey of the Perceptions of Pharmaceutical Postgraduates and Their Mentors

Yue

Chen

2020

Preprint

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Abstract Background: Although mentorship can bring many benefits to medical education, mentors’ need for professional development is typically ignored. This study aims to acquire insight into the development of pharmaceutical mentors’ competence by comparing differences between mentors’ and postgraduates’ perspectives.Methods: We used ANOVAs, independent sample T-tests and paired-sample T-tests to analyze data collected via an anonymous survey including a prepared questionnaire completed by 118 pharmaceutical mentors and 118 pharmaceutical postgraduates from 8 Chinese universities and colleges.Results: 1. Research competence, professional knowledge, and communication competence exhibited the highest means. 2. Research competence was highly correlated with communication competence and moderately correlated with professional knowledge, educational competence, academic achievement and supportive competence. 3. Mentors’ educational competence was significantly more important to mentors than to postgraduates, and mentors’ supportive competence was significantly more important to postgraduates than to mentors. 4. Educational competence, supportive competence and academic achievement were significantly more important to mentors with a bachelor’s degree than to mentors with a master’s or doctoral degree. 5. Research competence, educational competence and communication competence were significantly more important to female students than male students.Conclusions: Good mentors should possess three core competencies: research competence, professional knowledge and communication competence. They are related rather than independent. The construction of a harmonious mentoring relationship should take full account of the student’s characteristics and expectations because graduate students care more about supportive competence and female students assign greater importance to mentors’ competence than male students. There should be more development opportunities for less educated mentors, as they have a greater need to increase their competence than more qualified mentors.

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

Abstract: provided a statement (12.12.2017) that the planned research was ethically acceptable.

Cited by 35 publications

References 39 publications

Exploring Factors Link to Teachers’ Competencies in Entrepreneurship Education

Exploring Factors Link to Teachers’ Competencies in Entrepreneurship Education

Nursing Instructors’ Perception of Clinical Education Competencies: A Qualitative Study

Competence of Pharmaceutical Mentors: A Survey of the Perceptions of Pharmaceutical Postgraduates and Their Mentors

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