Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland.
Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, Finland.
Nurse Educ Today. 2018 Nov;70:77-86. doi: 10.1016/j.nedt.2018.08.017. Epub 2018 Aug 18.
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.
The aim of this systematic review was to describe the health science teachers' competences and the factors related to it.
Systematic review of original quantitative studies.
Four databases were selected from which to retrieve original studies: Cinahl (Ebsco), PubMed, Medic, Eri (ProQuest).
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.
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.
It 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.
面对数字化的快速发展和医疗保健专业人员不断提高的教育要求，健康科学教师拥有相关的核心能力非常重要。国际上对健康科学教师的教育存在差异，他们所需的最低资格和经验也没有达成共识。
本系统评价旨在描述健康科学教师的能力及其相关因素。
对原始定量研究的系统评价。
从四个数据库中检索原始研究：CINAHL（Ebsco）、PubMed、Medic、Eri（ProQuest）。
系统评价使用 PICOS 纳入标准。检索了 2007 年 1 月至 2018 年 1 月发表的原始同行评审定量研究。两名研究人员分别阅读了 1885 个标题、600 个摘要和 63 篇全文，然后进行了讨论。使用 JBI MAStARI 评估工具进行批判性评价。提取数据并进行叙述性分析。
健康科学教师的核心能力包括知识、技能和态度领域。健康科学教师对自己的能力评价很高。只有在创业和领导力知识方面，评价为平均水平。影响能力的最常见因素是教师的职称/职位、医疗保健经验、研究活动、年龄、学历和他们所在的组织类型。
确定健康科学教师所需的核心能力很重要，这是为了培养高能力的医疗保健专业人员。基于本系统评价的结果，我们建议鼓励教师获得大学教育并积极参与研究，为年轻教师提供实践相关教学技能的机会，以建立能力。
