Marianne Teräs

Marianne Teräs


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Works at Department of Education
Telephone 08-16 39 75
Visiting address Frescativägen 54
Postal address Institutionen för pedagogik och didaktik 106 91 Stockholm

About me

I work as a Senior Lecturer/Associate Professor focusing on pedagogy of health care and nursing. I hold a Docentship in Adult Education at the University of Helsinki, in which I worked between 2008 and 2015. I teach future vocational teachers on undergraduate level, future pedagogical experts on advanced level and future researchers on doctoral level. I also supervise students’ thesis and dissertations.

My research interests are in the areas of professional and vocational education and training and transcultural learning processes.  My studies cover simulation-mediated learning in health care, inter-professional challenges and co-operation as well as cultural learning and immigrant education.


A selection from Stockholm University publication database
  • 2016. Marianne Teräs, Sari Kiias, Jorma Jokela. AMK-lehti/UAS-journal. Journal of Finnish Universities of Applied Sciences (1)
  • 2016. Johanna Lasonen, Marianne Teräs. Dispositions in Teacher Education, 221-233

    Internationalisation is a common aim of official educational policy in many countries. People with different beliefs, values, and lifestyles cannot avoid interacting with each other in multicultural societies and in a globalized world. While persons work with different people in multicultural environments, they have to challenge their behaviour and practices and learn new ways of thinking and interacting.

  • 2016. Lázaro Moreno Herrera, Viveca Lindberg, Marianne Teräs.
  • 2017. Anne Lunden (et al.). Journal of Nursing Management 25 (6), 407-420


    To describe factors facilitating or inhibiting the development of registered nurses' competency and nurse leader's role in knowledge management.


    Nurses' competency directly influences patient safety and the quality and effectiveness of patient care. Challenges of nurse leaders in knowledge management include acquiring, assessing and utilising current knowledge and assessing and enhancing competency.


    A systematic search was conducted in PubMed, CINAHL, SCOPUS and ERIC databases in April 2015. The search identified 18 relevant research articles published between 2009 and 2015. The quality of the studies was appraised in accordance with study designs.

    Key issue

    Knowledge management is facilitated by an organisation culture that supports learning, sharing of information and learning together. Leader commitment and competency were factors related to leadership facilitating knowledge management.


    Nurse leaders need evidence-based interventions to support shared learning and to create infrastructures that facilitate competence development. Future research is especially needed to evaluate connections between knowledge management and patient outcomes.

    Implications for nursing management and leadership

    The results of this review can be utilised in enhancing factors to facilitate knowledge management in clinical practice and identifying nurse leaders' role in strengthening nurses' competency.

  • 2017. Marianne Teräs. Revista Española de Educación Comparada (29), 148-159

    Professional and vocational institutions are facing challenges due to changes in working life: increase of knowledge work, digitalization, globalization and constant need for improvement of practices. The aim of this paper is to explore organizational change efforts in two educational institutions. First case introduces the vocational college, in which focus of development was new training for immigrant students. The second case presents development work done within training of dentists and oral-hygienists. Theoretical and methodological anchoring of both cases was cultural-historical activity theory and developmental work research, which is an approach evolved in the 1980s in Finland. It combines scientific research, practical development work and learning, called expansive learning. In developmental work research projects one of the theoretical tools is an activity-system model. My focus will be on two elements of the activity-system model: instruments or instrumentality and rules or constellation of rules. It seemed that, at least, partial failure of development work in two educational institutions was due to lack of taking into account the systemic whole of activities under development: activity of learning in multicultural context and in context of patient care.

Show all publications by Marianne Teräs at Stockholm University

Last updated: February 13, 2018

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