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Pajari J, Sormunen M, Salminen L, Elonen I, Pasanen M, Saaranen T. An Instrument to Assess the Digital Competence of Nurse Educators. Nurse Educ 2024; 49:E280-E285. [PMID: 38723256 DOI: 10.1097/nne.0000000000001637] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/23/2024]
Abstract
BACKGROUND The Educators and Educator Candidates' Competence in Digital Pedagogy instrument needed to be tested before using it in nursing education. PURPOSE This study describes the further testing of this instrument to measure nurse educators' digital competence. METHODS The study is reported according to the 7 steps of the MEASURE Approach. Psychometric testing was conducted with a sample of 111 Finnish nurse educators from 9 universities of applied sciences. The study was conducted during the years 2020 and 2023. RESULTS The exploratory factor analysis results explained 56% of the variance with 3 factors, including 20 items. The factors were labeled to describe the nurse educators' digital competence: implementing appropriate independent and community learning, acting safely and responsibly, and guiding learning based on the evidence. Cronbach α and McDonald ω coefficients showed good reliability. CONCLUSIONS The instrument can be used to assess digital competence and identify the development needs to facilitate educators' continuous professional development.
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Affiliation(s)
- Juha Pajari
- University Teacher (Mr Pajari), Professor (Dr Saaranen), Department of Nursing Science, Senior University Lecturer, Docent (Dr Sormunen), Institute of Public Health and Clinical Nutrition, Faculty of Health Sciences, University of Eastern Finland, Kuopio, Finland; Professor (Dr Salminen), Project researcher (Ms Elonen), Statistician (Ms Pasanen), Department of Nursing Science, University of Turku; Director of Nursing (part-time), Turku University Hospital (Dr Salminen), Turku, Finland
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Immonen K, Tuomikoski AM, Mikkonen K, Oikarinen A, Ylimäki S, Parisod H, Mattila O, Kääriäinen M. Evidence-based healthcare competence of social- and healthcare educators: A cross-sectional study. J Adv Nurs 2024. [PMID: 38733079 DOI: 10.1111/jan.16230] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/20/2024] [Revised: 03/26/2024] [Accepted: 04/29/2024] [Indexed: 05/13/2024]
Abstract
AIM The purpose of the study was to describe social and healthcare educators' evidence-based healthcare competence and explore the associated factors. DESIGN A descriptive, cross-sectional study was carried out. METHODS The research spanned 5 universities, 19 universities of applied sciences, and 10 vocational colleges in Finland from September to December 2022. Social and healthcare educators (n = 256), of which 21 worked at universities, 176 worked at universities of applied sciences, and 49 worked at vocational colleges. Data collection employed a self-assessed instrument that was designed to measure evidence-based healthcare competence based on the JBI Model of Evidence-based Healthcare. Competence profiles were formed using K-cluster grouping analysis. RESULTS The educators' self-evaluations of their level of evidence-based healthcare competence were generally at a satisfactory level, with subsequent analyses identifying four distinct profiles of evidence-based healthcare competence. The profiles demonstrated statistically significant differences in terms of evidence synthesis and evidence transfer competencies. The factors associated with evidence-based healthcare competence included level of education, the year in which a professional had obtained their highest degree, current organization of employment, and participation in continuing education. CONCLUSIONS Educators require various types of support for developing high levels of evidence-based healthcare competence. The identification of distinct competence profiles can be pivotal to providing educators with training that is tailored to their exact needs to provide an individualized learning path. WHAT PROBLEM DID THE STUDY ADDRESS?: Educators value the role of evidence in teaching, which reinforces the need to integrate aspects of the JBI Model of evidence-based healthcare into educators' competencies. Aspects of the JBI Model of evidence-based healthcare have not been holistically measured, with only certain components of the model considered separately. Educators need to better understand the global healthcare environment so they can identify research gaps and subsequently develop healthcare systems through their educational role. Higher academic education, work experience, organizational support, and continuous education play essential roles in the development of educators' evidence-based healthcare competence. WHAT WERE THE MAIN FINDINGS?: Educators generally have high levels of competence in evidence-based healthcare. Educators have mastered the different components of the JBI model of evidence-based healthcare but need to improve in areas such as the transfer and implementation of evidence. WHERE AND ON WHOM WILL THE RESEARCH HAVE AN IMPACT?: Determining evidence-based healthcare competence profiles for educators can be used to provide individualized learning paths for the development of evidence-based healthcare competence. Educators need to further develop their competence in evidence-based healthcare to ensure successful implementation and high-quality education in the future. PATIENT OR PUBLIC CONTRIBUTION No patient or public contribution.
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Affiliation(s)
- Kati Immonen
- Research Unit of Health Science and Technology, Faculty of Medicine, University of Oulu, Oulu, Finland
| | - Anna-Maria Tuomikoski
- Research Unit of Health Science and Technology, Faculty of Medicine, University of Oulu, Oulu, Finland
- The Wellbeing Services County of North Ostrobothnia, MRC Oulu, Oulu, Finland
| | - Kristina Mikkonen
- Research Unit of Health Science and Technology, Faculty of Medicine, University of Oulu, Oulu, Finland
| | - Anne Oikarinen
- Research Unit of Health Science and Technology, Faculty of Medicine, University of Oulu, Oulu, Finland
| | - Saija Ylimäki
- Research Unit of Health Science and Technology, Faculty of Medicine, University of Oulu, Oulu, Finland
- The Wellbeing Services County of North Ostrobothnia, MRC Oulu, Oulu, Finland
| | - Heidi Parisod
- Nursing Research Foundation, Helsinki, Finland
- The Finnish Centre for Evidence-Based Health Care: A JBI Centre of Excellence, Helsinki, Finland
- Department of Nursing Science, University of Turku, Turku, Finland
| | - Outi Mattila
- Lapland University of Applied Sciences, Rovaniemi, Finland
| | - Maria Kääriäinen
- Research Unit of Health Science and Technology, Faculty of Medicine, University of Oulu, Oulu, Finland
- The Wellbeing Services County of North Ostrobothnia, MRC Oulu, Oulu, Finland
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Vauhkonen A, Saaranen T, Cassar M, Camilleri M, Martín-Delgado L, Haycock-Stuart E, Solgajová A, Elonen I, Pasanen M, Virtanen H, Salminen L. Professional competence, personal occupational well-being, and mental workload of nurse educators - A cross-sectional study in four European countries. NURSE EDUCATION TODAY 2024; 133:106069. [PMID: 38113794 DOI: 10.1016/j.nedt.2023.106069] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/16/2023] [Revised: 11/30/2023] [Accepted: 12/04/2023] [Indexed: 12/21/2023]
Abstract
BACKGROUND Nurse educators need a high level of professional competence to educate future health care professionals. Professional competence supports occupational well-being whilst high mental workload can undermine it. There is little existing research into nurse educators' professional competence, occupational well-being, mental workload, and the relationships between them, particularly in the European context. OBJECTIVES To describe the professional competence, personal occupational well-being, and mental workload of nurse educators in four European countries, and to explore how the professional competence and mental workload of nurse educators relate to their personal occupational well-being. DESIGN Cross-sectional study design with quantitative survey data. SETTING Nurse educators from Finland, Spain, Slovakia, and Malta. METHODS The data were collected from 302 nurse educators through an online questionnaire which used the Health and Social Care Educator's Competence (HeSoEduCo) instrument. This contains 43 items which measure areas of professional competence. Statistical analysis involved descriptive and multivariate analysis. RESULTS Nurse educators self-assessed their overall professional competence as high. Competence in evidence-based practice was assessed as the highest whilst cultural competence was perceived to be the lowest of the six competence areas. Nurse educators perceived their levels of personal occupational well-being and the balance of mental workload as moderate. However, these levels varied between the four countries. Professional competence, more specifically administrative and curriculum competence, and a balanced mental workload were positively related to personal occupational well-being. CONCLUSIONS The educators who perceive themselves to have very good professional competence and a balanced mental workload are more likely to report high occupational well-being. The findings suggest that nurse educators' cultural competence needs to be strengthened and intervention research is needed to determine ways of reducing mental workload and increasing the occupational well-being of nurse educators.
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Affiliation(s)
- Anneli Vauhkonen
- University of Eastern Finland, Faculty of Health Sciences, Department of Nursing Science, P.O. Box 1627, FI-70211 Kuopio, Finland.
| | - Terhi Saaranen
- University of Eastern Finland, Faculty of Health Sciences, Department of Nursing Science, P.O. Box 1627, FI-70211 Kuopio, Finland.
| | - Maria Cassar
- University of Malta, Faculty of Health Sciences, Department of Nursing, RM 71, MSD 2080, Malta.
| | - Michelle Camilleri
- University of Malta, Faculty of Health Sciences, Department of Nursing, RM 36, MSD 2080, Malta.
| | - Leandra Martín-Delgado
- Universitat Internacional de Catalunya, Faculty of Medicine and Health Science, Department of Nursing, C/ Josep Trueta s/n. 08195 Sant Cugat del Vallès, Barcelona, Spain.
| | - Elaine Haycock-Stuart
- University of Edinburgh, School of Health in Social Science, Nursing Studies, Elsie Inglis Quad, Medical School, Teviot Place, Edinburgh EH8 9AG, Scotland, UK.
| | - Andrea Solgajová
- Constantine the Philosopher University in Nitra, Faculty of Social Sciences and Health Care, Department of Nursing, Tr. A. Hlinku 1, 949 01 Nitra, Slovakia.
| | - Imane Elonen
- University of Turku, Faculty of Medicine, Department of Nursing Science, Faculty of Social Sciences, Department of Psychology, 20014, Finland.
| | - Miko Pasanen
- University of Turku, Faculty of Medicine, Department of Nursing Science, FI-20014 University of Turku, Turku, Finland.
| | - Heli Virtanen
- University of Turku, Faculty of Medicine, Department of Nursing Science, FI-20014 University of Turku, Finland.
| | - Leena Salminen
- University of Turku, Faculty of Medicine, Department of Nursing Science, Turku University Hospital, FI-20014, Finland.
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Gonzalez MT, Bakken LN, Horntvedt MET, Hofoss D, Salminen L. Norwegian nurse educators' self-rating of competencies: a nationwide cross-sectional web-survey. Int J Nurs Educ Scholarsh 2024; 21:ijnes-2023-0040. [PMID: 38563612 DOI: 10.1515/ijnes-2023-0040] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/29/2023] [Accepted: 11/27/2023] [Indexed: 04/04/2024]
Abstract
BACKGROUND Nurse educators' competencies play a crucial role in the educational quality of nurses. OBJECTIVE This study aimed to investigate how Norwegian nurse educators self-rated their competence domains, and how these competencies were associated background variables. METHODS The study was designed as a cross-sectional web-survey, and n=154 participated and filled out the Evaluation of Requirements of Nurse Teachers (ERNT) instrument. Educators' mean working experience was 12.9 years (SD 9.2); 86.3 % were permanently employed and 76.8 % had formal supervision training. RESULTS The nurse educators rated their competence as good on all competence domains and single competence items, and ERNT total mean score was 4.62 (SD 0.28), with relationship with the students rated highest and personality factors rated lowest. The ERNT total mean score was significantly related to academic degree. CONCLUSIONS Educational leaders in nursing education are recommended to establish a mentoring and supporting team for their educators.
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Affiliation(s)
- Marianne Thorsen Gonzalez
- Department of Nursing and Health Sciences, Faculty of Health and Social Sciences, University of South-Eastern Norway, Drammen, Norway
| | - Linda Nilsen Bakken
- Department of Nursing and Health Sciences, Faculty of Health and Social Sciences, University of South-Eastern Norway, Drammen, Norway
| | - May-Elin T Horntvedt
- Department of Nursing and Health Sciences, Faculty of Health and Social Sciences, University of South-Eastern Norway, Drammen, Norway
| | - Dag Hofoss
- Department of Nursing and Health Sciences, Faculty of Health and Social Sciences, University of South-Eastern Norway, Drammen, Norway
| | - Leena Salminen
- Department of the Nursing Science, University of Turku and Turku University Hospital, Turku, Finland
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Jokinen H, Pramila-Savukoski S, Kuivila HM, Jämsä R, Juntunen J, Törmänen T, Koskimäki M, Mikkonen K. Development and psychometric testing of hybrid education competence instrument for social and health care, and health sciences educators. NURSE EDUCATION TODAY 2024; 132:105999. [PMID: 37890195 DOI: 10.1016/j.nedt.2023.105999] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/11/2023] [Revised: 09/26/2023] [Accepted: 10/19/2023] [Indexed: 10/29/2023]
Abstract
BACKGROUND The competencies of educators in social and health care, and health sciences fields have been studied; however, studies related specifically to hybrid (synchronous face-to-face and online) teaching competence are scarce. AIM To develop and psychometrically test the hybrid education competence instrument for the purpose of self-assessment of hybrid education competence. DESIGN A cross-sectional study was conducted to develop and psychometrically test the instrument. METHODS The instrument was developed in four phases: (I) establishing the conceptual framework, (II) testing the face and content validity, (III) testing the construct validity, and (IV) testing the internal consistency of the instrument. The conceptual framework was based on studies related to digital pedagogy and hybrid teaching. The face and content validity were tested using an expert panel (n = 12). Pre-testing (n = 10) was performed prior to the cross-sectional data collection (N = 1689, n = 206) which was performed during the autumn of 2022. The data was collected from educators in social and health care, and health sciences fields at six universities and twelve universities of applied sciences in Finland. Construct validity was tested using exploratory factor analysis and internal consistency was tested using Cronbach's alpha. RESULTS The newly developed and psychometrically tested instrument contains 46 items across 5 factors: (1) Competence in planning and resourcing hybrid teaching; (2) technological competence in hybrid teaching; (3) interaction competence in hybrid teaching; (4) digital pedagogy competence in hybrid teaching; and (5) ethical competence in hybrid teaching. These five factors explain 70.83 % of the total variance. Cronbach's alpha values ranged from 0.901 to 0.951. CONCLUSION The instrument developed in this study can be used to measure the hybrid education competence of educators in social and health care, and health sciences fields. The instrument can also be utilised in an interdisciplinary manner to assess hybrid teaching competence in other educational fields, but also it can be used in the design of continuous learning and training for educators.
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Affiliation(s)
- Henna Jokinen
- Research Unit of Health Sciences and Technology, University of Oulu, Oulu, Finland.
| | | | - Heli-Maria Kuivila
- Research Unit of Health Sciences and Technology, University of Oulu, Oulu, Finland.
| | - Riina Jämsä
- Research Unit of Health Sciences and Technology, University of Oulu, Oulu, Finland; The wellbeing services county of North Ostrobothnia, Oulu University Hospital, Oulu. Finland.
| | - Jonna Juntunen
- Research Unit of Health Sciences and Technology, University of Oulu, Oulu, Finland.
| | - Tiina Törmänen
- Learning and Educational Technology (LET Lab), University of Oulu, Oulu, Finland.
| | - Minna Koskimäki
- Research Unit of Health Sciences and Technology, University of Oulu, Oulu, Finland
| | - Kristina Mikkonen
- Research Unit of Health Sciences and Technology, University of Oulu, Medical Research Center Oulu, Oulu University Hospital and University of Oulu, Oulu, Finland.
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Pareek B, Soni M, Rana R, Sharma S, Goyal P, Sharma S. Nurse educators' professional practice attributes and its determinants. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2023; 12:269. [PMID: 37849854 PMCID: PMC10578536 DOI: 10.4103/jehp.jehp_1672_22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 11/23/2022] [Accepted: 12/23/2022] [Indexed: 10/19/2023]
Abstract
BACKGROUND Professional practice attributes of nurses help to promote nursing as a profession and advance nursing education. Nursing professionals need to demonstrate a high level of professional commitment to their practices and must be professionally competent to perform their roles. MATERIAL AND METHODS Descriptive survey was conducted at the nursing educational institutes affiliated with the Indian Nursing Council and situated in the selected Northern Indian states. The sample included 343 nurse educators who were selected using simple random sampling. The self-reported method was adopted to collect data where three questionnaires including socio-demographic information, organizational characteristics of current place of work, and professional practice attributes assessment criteria were used. Descriptive and inferential statistics were used for data analysis. RESULTS Overall, the study's participants scored poorly on professional practice attributes (Mean, SD: 1.98, 2.03), which were linked to their personal (age and gender), professional (educational background, professional qualification, current designation), and organizational (duration of organization's establishment, courses provided, college management) characteristics. CONCLUSION The findings highlighted the need for nurse educators to be more competent and dedicated in their respective fields. The study also suggests that in order to raise the standard of nursing education, nursing regulatory bodies like nursing councils, universities, and governments must take the necessary steps to foster the professional development of nurse educators.
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Affiliation(s)
- Bharat Pareek
- Principal, Department of Nursing, SPHE College of Nursing, Mohali, Punjab, India
| | - Meenakshi Soni
- Department of Psychiatric Nursing, Saraswati Nursing Institute, Kurali, Punjab, India
| | - Ruchi Rana
- Principal, Department of Nursing, SPHE College of Nursing, Mohali, Punjab, India
| | - Shaveta Sharma
- Department of Medical Surgical Nursing, Narayan Nursing College, Gopal Narayan Singh University, Rohtas, Bihar, India
| | - Pradeep Goyal
- Department of Pharmacy, Saraswati College of Pharmacy, Gharuan, Punjab, India
| | - Shivani Sharma
- Department of OBG, Mata Sahib Kaur College of Nursing, Mohali, India
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Lemetti T, Pakarinen A, Salminen L, Virtanen H, Haapa T. Instruments assessing nurse educator's competence: A scoping review. Nurs Open 2023; 10:1985-2002. [PMID: 36403245 PMCID: PMC10006610 DOI: 10.1002/nop2.1479] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/01/2022] [Revised: 10/14/2022] [Accepted: 11/04/2022] [Indexed: 11/21/2022] Open
Abstract
AIM The aim of this review was to synthesize the instruments that assess nurse educators' competence. DESIGN A scoping review was conducted with the five-stage process informed by Arksey and O'Malley. REVIEW METHODS The predetermined search strategy was used including an additional hand search. The studies were selected according to inclusion and exclusion criteria to answer the research questions followed: (1) "What instruments are used to assess nurse educators' competence?", (2) "How are the psychometric properties of nurse educators' competence instruments reported in the literature?". The thematic synthesis was used. DATA SOURCES The literature search was conducted in January 2021 using the CINAHL, MEDLINE and ERIC databases from January 2000 to December 2020. RESULTS Of the 1,567 articles searched through, 25 met the inclusion criteria. A total of 19 instruments with 10 areas of competence were identified. Typical competence areas were pedagogical and nursing competence. In addition, leadership in managerial competence was included in several instruments. However, the theoretical backgrounds of the instruments varied and the psychometric properties were reported in varied ways in reviewed studies. IMPLICATIONS FOR THE PROFESSION This study provides evidence about the valid and comprehensive assessment of nurse educators' competence, as competent nurse educators promote excellence in nursing education. To assess a nurse educators' competence comprehensively, a variety of theoretical backgrounds of this competence and more than one instrument for the measurement need to be considered. The selection of the instruments to assess nurse educators' competence should be based on the selected theoretical background and use of valid measurements. REPORTING METHOD This study was reported by following the reporting recommendations of the PRISMA extension for Scoping Reviews (PRISMA-ScR). PATIENT OR PUBLIC CONTRIBUTION No Patient or Public Contribution was applied, since research design was a scoping review.
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Affiliation(s)
- Terhi Lemetti
- Inflammation CenterHelsinki University and Helsinki University HospitalHelsinkiFinland
| | - Anni Pakarinen
- Inflammation CenterHelsinki University and Helsinki University HospitalHelsinkiFinland
- Department of Nursing ScienceUniversity of TurkuTurkuFinland
| | - Leena Salminen
- Department of Nursing ScienceUniversity of TurkuTurkuFinland
- Turku University HospitalTurkuFinland
| | - Heli Virtanen
- Department of Nursing ScienceUniversity of TurkuTurkuFinland
| | - Toni Haapa
- Nursing Research CenterHelsinki University and Helsinki University HospitalHelsinkiFinland
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The Appearance of Digital Competence in the Work of Health Sciences Educators: A Cross-sectional Study. COMPUTERS, INFORMATICS, NURSING : CIN 2022; 40:624-632. [PMID: 35524348 DOI: 10.1097/cin.0000000000000930] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
Abstract
The digital competence of health sciences educators is important for the delivery and development of modern education and lifelong learning. The aim of the study was to assess the appearance of digital competence in the work of Finnish health sciences educators and to determine whether educators' background factors are related to the areas of digital competence appearance. The European Framework for the Digital Competence of Educators was used as a theoretical background. The participants were Finnish health sciences educators (n = 388). Data were collected by quantitative survey and statistically analyzed. Results show that health sciences educators had participated in continuing education to develop their expertise and used a variety of digital methods and materials. Educators need more competence to improve healthcare students' ability to use digital technology. In the area of Teaching and Learning, educators younger than 40 years rated the appearance of digital competence as better than did those between the ages of 40 and 49 years. In the future, health sciences educators' basic and continuing education could take into account the competence requirements for digital competence, and educators' expertise must be increased in areas where digital competence does not appear strong.
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Koskenranta M, Kuivila H, Pramila-Savukoski S, Männistö M, Mikkonen K. Development and testing of an instrument to measure the collegiality competence of social and health care educators. NURSE EDUCATION TODAY 2022; 113:105388. [PMID: 35504069 DOI: 10.1016/j.nedt.2022.105388] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/03/2022] [Revised: 04/05/2022] [Accepted: 04/25/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Previous studies have investigated the competence of social and health care educators from different perspectives. However, there has been little research on the collegiality competence of social and health educators. AIM / OBJECTIVE The purpose of this study was to develop and psychometrically test a new collegiality competence instrument (CollegialityComp) designed to enable social and health care educators to self-evaluate their competence in collegiality. DESIGN A cross-sectional study design for instrument development and psychometric testing. METHODS Data were collected in the winter of 2020-2021 from social and health care educators at ten universities of applied sciences and ten vocational institutions in Finland (N = 1179), of whom 243 decided to participate. Face and content validity was assessed by seven experts, while structural validity and internal consistency were evaluated using exploratory factor analysis and Cronbach's alpha, respectively. RESULTS The CollegialityComp development and testing process produced an instrument that includes 35 items representing five factors: (1) individual-centered collaboration, (2) educator action and fairness, (3) collaboration among colleagues, (4) collaboration outside the organization, and (5) communication and trust. CONCLUSION The CollegialityComp instrument can be used to measure the collegiality competence of social and health care educators in the context of vocational and higher education. It may also be useful during the training of teacher candidates.
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Affiliation(s)
- M Koskenranta
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland.
| | - H Kuivila
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland.
| | - S Pramila-Savukoski
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland.
| | - M Männistö
- Health care and nursing, Oulu University of Applied Sciences, Oulu, Finland
| | - K Mikkonen
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland.
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Managerial Strategies for Long-Term Care Organization Professionals: COVID-19 Pandemic Impacts. SUSTAINABILITY 2020. [DOI: 10.3390/su12229682] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This paper aims to analyze the strategies that healthcare professionals have adopted during the coronavirus pandemic (COVID-19) in long-term care organizations in Rio de Janeiro city, Brazil, by investigating their competencies—mainly managerial ones. To reach its goals, this paper performs empirical research and theoretical research. For the empirical research, the plans of professionals during COVID-19 pandemic in long-term care organizations are observed, and a questionnaire is applied to analyze observed data integrity. The data are analyzed through the Python and IBM SPSS Statistic programming languages, and descriptive analyses use descriptive statistic proportions, rates, minimum, maximum, mean, median, standard deviation, and coefficient of variation (CV). A non-parametric approach performs repeated measure comparisons using Wilcoxon’s test, while the McNemmar test is used to repeat the categorical variables. Statistical significance is assumed at the 5% level. For the theoretical research, a literature review is developed using scientific databases. The results show that for the searched period, the number of deaths and the number of people infected by COVID-19 in these organizations are low when compared to general statistics of Rio de Janeiro city. This paper concludes that these strategical adoptions have brought significant benefits to long-term care organizations, and it might motivate researchers to develop future studies related to long-term care organizations, helping to fill the literature gap on the subject.
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Satoh M, Fujimura A, Sato N. Competency of Academic Nurse Educators. SAGE Open Nurs 2020; 6:2377960820969389. [PMID: 35155762 PMCID: PMC8832301 DOI: 10.1177/2377960820969389] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/07/2020] [Revised: 09/15/2020] [Accepted: 10/04/2020] [Indexed: 11/21/2022] Open
Abstract
Background In the face of a rapidly changing social environment and increasing demand
for health care services, there is a global concern that academic nurse
educators should have expert-level competencies and should improve the level
of nursing education. Objective This study aimed to investigate the elements that constitute competency in
academic nurse educators. Methods A cross-sectional self-completed online survey was conducted involving
academic nurse educators working at universities in Japan. We invited 277
nursing universities to participate in the survey and to provide academic
nurse educators with information about the research by contacting the dean
of each university’s nursing department. In total, 372 educators completed
the survey (response rate 4.03%), and after excluding those with incomplete
data, 367 were analyzed (valid response rate 3.97%). The data were analyzed
by exploratory-factor analysis, with the least-squares method and promax
rotation performed. Results An exploratory analysis yielded five competency factors: “facilitating active
learning,” “engaging in academic research activities,” “participating in
university management,” “undertaking self-directed learning based on
professional ethics,” and “practicing education autonomously.” Conclusions The competencies identified in the present study are essential for academic
nurse educators, and the five factors are in accord with the findings of
previous studies. Support systems for academic nursing educators should be
established to improve their competencies comprehensively. However, further
research is needed to develop the competencies of academic nurse educators
into more comprehensive and sophisticated competencies.
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Affiliation(s)
- Miho Satoh
- Department of Fundamental Nursing, Yokohama City University, Yokohama, Japan
| | - Akiko Fujimura
- Department of Clinical Nursing, Tokyo Healthcare University, Tokyo, Japan
| | - Naoko Sato
- Oncology Nursing, Health Sciences, Tohoku University Graduate School of Medicine, Sendai, Japan
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