芬兰护理职业教育教师职业发展特征及启示

doi:10.3761/j.issn.1672-9234.2026.10.006

Abstract

Abstract:

Objective To examine the professional development of nursing teachers in Finnish vocational education and explore its implications for China’s dual-qualified nursing teacher workforce. Methods A narrative review and thematic analysis were conducted based on English-language studies on the professional development of nursing teachers in Finnish vocational education and Chinese-language studies on the development of China’s dual-qualified nursing teachers. The analysis focused on four aspects： foundational entry competence，support for professional development，practical teaching collaboration，and the development of digital and cultural competence. Results The professional development of Finnish nursing teachers is characterized by integrated entry competence，sustained developmental support，embedded practical teaching collaboration，and the continuous expansion of digital and cultural competence. Conclusion The Finnish experience suggests that nursing teacher professional development results from the synergistic interaction of professional background，practical experience，teacher education，lifelong learning，and changes in the educational environment. China may strengthen its dual-qualified teacher workforce by adopting a competence-oriented approach，providing sustained support，enhancing practical collaboration，and expanding digital and cultural competence.

Key words: Finland, Vocational Education, Nursing Teachers, Professional Development, Dual-qualified Teachers

YU Xiaoyi. Professional development of nursing teachers in Finnish vocational education：characteristics and implications[J].Chinese Journal of Nursing Education, 2026, 23(10): 1186-1191.

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Professional development of nursing teachers in Finnish vocational education：characteristics and implications

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