What is a good educator? A qualitative study on the perspective of individuals with XXXX .

@entity1 @entity301
BACKGROUND: @entity1 views are especially important in @entity1 education, as @entity1 involvement is essential. However, no empirical research clarifies what knowledge, skills and competencies are needed for health professionals to competently serve as a good educator according to the @entity1 themselves. AIM: To explore what qualities @entity1 with @entity301 perceive in a good educator. METHODS: A qualitative research method, with semi-structured individual interviews, was used in this study. Purposeful sampling was used to recruit @entity1 from a general hospital in Iceland and in Norway. The data were analysed using systematic text condensation. RESULTS: The @entity1 included 17 @entity1 who had been through a percutaneous coronary intervention and participated in formal @entity1 education after discharge from hospital. The @entity1 saw a good educator as one who they feel is trustworthy and who individualizes the education to @entity1 ' needs and context and translates general information to their personal situation in lay language. Building trust was dependent on the @entity1 ' perceiving the educator to be knowledgeable and good at connecting with the individual @entity1 , so that the @entity1 feel they are being treated as a whole @entity1 with equality and respect. CONCLUSIONS: The @entity1 perceived the capability of building trust and tailoring the education to the individual as the most prominent characteristics of a good educator. Training skills that facilitate @entity1 ' trust, being observant of the @entity1 and his learning needs and adjusting the @entity1 education to individual needs and situations should be key objectives in health professionals' training in @entity1 education.
