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Volume 10, Issue 2, 2020

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Original Articles

NERP (Kaunas) 2020; 10 (2): 42-51

A Systematic Review and Metasynthesis of Qualitative Studies on the Competencies of Health and Rehabilitation Science Educators

Hilkka Korpi 1
Tuulikki Sjögren 1
Kristina Mikkonen 2
Arja Piirainen 1
Tapio Ojala 1
Camilla Koskinen 3
Monika Koskinen 4
Leena Salminen 5
Meeri Koivula 6
Marja-Leena Lähteenmäki 7
Terhi Saaranen 8
Marjorita Sormunen 9
Minna Koskimäki 6
Maria Kääriäinen 10,11,2
1 University of Jyväskylä, Faculty of Sport and Health Sciences, Finland
2 Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland
3 University of Stavanger, Faculty of Health Sciences, Department of Caring and Ethics, Norway
4 Åbo Akademi University, Faculty of Education and Welfare Studies, Department of Caring Science, Finland
5 University of Turku, Faculty of Medicine, Department of Nursing Science, Finland
6 Faculty of Social Sciences, Tampere University, Tampere, Finland
7 Tampere University of Applied Sciences, Finland
8 University of Eastern Finland, Faculty of Health Sciences, Department of Nursing Science, Finland
9 University of Eastern Finland, Faculty of Health Sciences, Institute of Public Health and Clinical Nutrition and Department of Nursing Science, Finland
10 The Finnish Centre for Evidence-Based Health Care: A Joanna Briggs Institute Centre of Excellence
11 Medical Research Center Oulu, Oulu University Hospital and University of Oulu, Oulu, Finland
Keywords
competence
educator
health sciences
qualitative meta-synthesis
rehabilitation science
systematic review

Background. Health and rehabilitation science educators’ competence greatly influences students’ professional development in a changing world. To ensure the availability of qualified health and rehabilitation science educators in the future, there is a need for continuous reforms in this sector to develop the educators’ competence in this sector.

Objective. The aim of this systematic review was to find new evidence on educators’ experiences of their competence in health and rehabilitation science higher education.

Methods. The study was a systematic review of previous peer-reviewed qualitative studies. The inclusion criteria were planned according to PICo: health and rehabilitation science professionals (Participants), competence (Phenomena of Interest) and teaching (Context). The search strategy was conducted by retrieving original studies from the databases of Cinahl (Ebsco), PubMed, Medic, EriC (ProQuest). Nine studies passed the inclusion criteria and quality assessment. Meta-synthesis was done by using summarizing thematic synthesis and abstraction.

Results. Six main themes were identified as important for educators’ competence and their continuous development: self-development, supervising, interaction, researching, a subject on educators’ own profession, networking, and multiculturalism competences.

Conclusions. Competence is dynamic, and it is possible for educators to train or develop further. The creativity and innovation are needed in developing educators’ competences in the future in designing new learning environments and organising an inclusive classroom for health and rehabilitation science students. More research is needed to understand better and develop the competences of health and rehabilitation science educators.

Correspondence to . Faculty of Sport and Health Sciences, University of Jyväskylä, PO Box 35, FI-40014 Jyväskylä, Finland. E-mail: hilkka.m.korpi@jyu.fi

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NERP is a bi-annual, peer-reviewed, international general research journal publishing scholarly papers on all aspects of care in the nursing and midwifery practice.

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