A1 Journal article (refereed)
Continuing professional development among social‐ and health‐care educators (2021)

Koskimäki, M., Lähteenmäki, M., Mikkonen, K., Kääriäinen, M., Koskinen, C., Mäki‐Hakola, H., Sjögren, T., & Koivula, M. (2021). Continuing professional development among social‐ and health‐care educators. Scandinavian Journal of Caring Sciences, 35(2), 668-677. https://doi.org/10.1111/scs.12948

JYU authors or editors

Sjögren, Tuulikki

Publication details

All authors or editors: Koskimäki, Minna; Lähteenmäki, Marja‐Leena; Mikkonen, Kristina; Kääriäinen, Maria; Koskinen, Camilla; Mäki‐Hakola, Hanne; Sjögren, Tuulikki; Koivula, Meeri

Journal or series: Scandinavian Journal of Caring Sciences

ISSN: 0283-9318

eISSN: 1471-6712

Publication year: 2021

Publication date: 27/12/2020

Volume: 35

Issue number: 2

Pages range: 668-677

Publisher: Wiley-Blackwell; Nordic College of Caring Science

Publication country: United Kingdom

Publication language: English

DOI: https://doi.org/10.1111/scs.12948

Publication open access: Not open

Publication channel open access:

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/79685

Abstract

Future social‐ and health‐care educators will be required to have versatile competence in educating professionals that reflects both the constantly changing health‐care environment and delivery of high‐quality patient care. Continuing professional development can be defined as a process that aims to increase educators' competence and well‐being, along with the effectiveness of an organisation. This study aimed to describe educators' continuing professional development and clarify the contribution of continuing education. The research applied a qualitative approach as only limited information about social‐ and health‐care educators' professional development currently exists.’ Data were collected by group interviews of 35 experienced social‐ and health‐care educators from six institutions of higher education and two vocational schools across Finland. An inductive content analysis yielded 39 subcategories, 11 categories and three main categories, namely, educators' approaches for developing professional competence, barriers to continuing education, and educators' continuing education needs. The educators reported that they maintain and develop their competence in versatile ways; for example, continuing professional development takes place through both formal continuing education and informal collaboration at daily work. Regarding barriers to continuing education, the educators most often cited the lack of planning and a lack of resources, for example, scheduling and financial factors. The continuing education needs of social‐ and health‐care educators are highly individual and should not only reflect organisational goals. The fact that this study only included experienced educators can be considered a limitation, as a sample that also included novice educators may have yielded different perceptions of continuing education and professional development. The results of the research can be utilised when designing the continuing professional development of educators at the individual, group or organisational level.

Keywords: vocational education and training; social sector; health sector; vocational teachers; professional development; continuing education

Free keywords: continuing education; continuing professional development; educator; social and health‐care education; vocational education

Fields of science: