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INOVACIJE I IZAZOVI U OBRAZOVANJU I SESTRINSKOJ SKRBI - KNJIGA SAŽETAKA



               Forms of Professional Training and Development of

               Healthcare Teachers

               The knowledge, skills and commitment that the healthcare teacher brings into the learning
               process  are  necessary  for  quality  and  effective  teaching  of  future  nurses.  Considering  the
               complexity  of  healthcare  teaching,  the  developed  professional  competencies  of  healthcare
               teachers represent a challenge for new curricula and for a modern approach to teaching. In
               addition to having the knowledge, teaching strategies and methods for creating an effective
               learning environment, healthcare teachers are  expected to continuously invest in their own
               professional development.
               The goal of this research was to examine what forms of professional development healthcare
               teachers use for  their own professional development.
               90 healthcare teachers employed in secondary medical schools in Croatia participated in the
               research.  The  professional  development  of  healthcare  teachers  was  examined  using  a
               customized  standardized  questionnaire  which,  in  addition  to  sociodemographic  factors,
               examines specific data related to the forms of professional development of healthcare teachers.
               Specific data included external, internal and organisational factors which influence the forms
               of professional training and development of healthcare teachers.
               Among the various forms of investment in their own professional training and development,
               healthcare teachers most often chose to participate in professional training organized by the
               school where they are employed (M = 4.50, SD = 0.95), and go to inter-county expert councils
               of healthcare teachers (M = 4.16 , SD = 1.17). This is followed by participating in online courses
               and webinars (M = 3.68, SD = 1.19), programmes to improve general teaching competences
               (M = 3.61, SD = 1.15), and reading professional literature in the field of psychology, pedagogy
               and  didactics  (M  =  3.50,  SD  =  1.16).  The  least  represented  is  writing  health  care
               textbooks/manuals (M = 2.00; SD = 0.82), and writing scientific/professional articles (M = 1.87,
               SD = 0.81).
               This research, which examined what forms of professional development healthcare teachers use
               for the purpose of their own professional development, provides important information for the
               possible  improvement  of  the  professional  teacher  training.  Although  healthcare  teachers
               continuously professionally improve and develop and rate their teaching competencies as high,
               the most common forms of training are still at the level of participation in meetings organized
               by  the  school  and  participation  in  inter-county  activities.  Considering  the  importance  and
               complexity of nursing education, the additional investment of healthcare teachers in their own
               professional development through other possible forms of training is also extremely important,
               such as participation in writing professional and scientific articles in the field of health care
               teaching  or  writing  textbooks/manuals  in  the  field  of  health  care.  Continuous  professional
               development of teachers will undoubtedly have repercussions on the quality of teaching, which
               will then ultimately reflect on the quality and safety of nursing care for patients.

               Key words: health care, teacher, professional development

















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