Sosiaali- ja terveysalan opettajien kollegiaalisuus ja kollegiaalisuusosaaminen ammatillisessa oppilaitoksessa sekä ammattikorkeakoulussa

Abstract The aim of the study was to describe and explain the collegiality and collegiality competence of social and health educators in the context of the vocational institution and the university of applied sciences. It also aimed to develop an instrument and to assess its validity and reliability. The study was conducted in three phases. In the first phase, experiences of collegiality and aspects related to collegiality were described. In the qualitative study, social and health care educators (n=22) from a vocational institution and a university of applied sciences were interviewed. The data search of the systematic mixed-method review was conducted in five databases. Search terms were defined using PICo and PEO. The quality of the included original studies (n=15) was assessed according to JBI guidelines. In the second phase, the validity and reliability of the CollegialityComp instrument measuring the collegiality competence of social and health educators was assessed. The data were collected electronically as a cross-sectional survey from social and health educators (n=243) in ten randomly selected vocational institutions and ten equally randomly selected universities of applied sciences. The construct validity was assessed using exploratory factor analysis, and its internal consistency was assessed using Cronbach’s alpha coefficient. In the third phase, the collegiality competence areas of social and health educators were described by profiles and the factors associated with it, using the same data as in the development of the instrument. According to the descriptive study, the social and health educators’ collegiality consisted of different competence areas. The systematic literature review revealed that there is little systematic research that can be found on collegiality. The psychometric properties of the instrument of collegiality were found to be good. Social and health educators rated their collegiality competence as good or intermediate. Educators’ education and current job titles were statistically significantly associated with collegiality competence. Social and health educators need a broad range of competence in collegiality. The CollegialityComp instrument can be used to assess the collegiality competence of social and health care educators and to develop competence based on the assessment. The profiles of educators can be used to develop education.Tiivistelmä Tutkimuksen tarkoituksena oli kuvata ja selittää sosiaali- ja terveysalan opettajien kollegiaalisuutta ja kollegiaalisuusosaamista ammatillisen oppilaitoksen ja ammattikorkeakoulun kontekstissa. Lisäksi tarkoituksena oli kehittää sosiaali- ja terveysalan opettajien kollegiaalisuusosaamisen mittari ja arvioida sen luotettavuutta. Tutkimus oli kolmivaiheinen. Ensimmäisessä vaiheessa kuvattiin kokemuksia kollegiaalisuudesta sekä kollegiaalisuuteen liittyviä tekijöitä. Laadullisessa tutkimuksessa haastateltiin sosiaali- ja terveysalan opettajia (n=22) ammatillisesta oppilaitoksesta ja ammattikorkeakoulusta. Systemaattisen monimenetelmällisen kirjallisuuskatsauksen tiedonhaku tehtiin viidestä tietokannasta. Hakusanat määriteltiin hyödyntäen PICo:n ja PEO:n mukaisia sisäänotto- ja poissulkukriteereitä. Mukaan otettujen alkuperäistutkimusten (n=15) laatu arvioitiin JBI:n ohjeiden mukaisesti. Toisessa vaiheessa arvioitiin sosiaali- ja terveysalan opettajien kollegiaalisuusosaamisen CollegialityComp-mittarin luotettavuutta. Aineisto kerättiin poikkileikkaustutkimuksena satunnaisesti valituista kymmenestä ammatillisen oppilaitoksen sekä kymmenestä ammattikorkeakoulun sosiaali- ja terveysalan opettajilta (n=243) sähköisesti. Mittarin rakennevaliditeettia arvioitiin eksploratiivisella faktorianalyysillä ja sen sisäistä johdonmukaisuutta Cronbachin alfa -kertoimella. Kolmannessa vaiheessa kuvattiin opettajien kollegiaalisuusosaamista profiileittain sekä osaamista selittäviä tekijöitä, hyödyntäen samaa aineistoa kuin mittarin kehittämisessä. Kuvailevan tutkimuksen mukaan sosiaali- ja terveysalan opettajien kollegiaalisuus koostui erilaisista osaamisalueista. Systemaattisessa kirjallisuuskatsauksessa selvisi, ettei kollegiaalisuuden tutkimus ole systemaattista. Kollegiaalisuusosaamisen mittarin psykometriset ominaisuudet todettiin hyviksi. Sosiaali- ja terveysalan opettajat arvioivat kollegiaalisuusosaamisensa hyvä- tai keskitasoiseksi. Opettajien koulutus ja tämänhetkinen tehtävänimike olivat tilastollisesti merkitsevästi yhteydessä kollegiaalisuusosaamiseen. Sosiaali- ja terveysalan opettajat tarvitsevat laaja-alaista osaamista kollegiaalisuudesta. CollegialityComp-mittaria voidaan hyödyntää sosiaali- ja terveysalan opettajien kollegiaalisuusosaamisen arvioinnissa ja osaamisen kehittämisessä arvioinnin pohjalta. Opettajien profiileja voidaan hyödyntää koulutuksen kehittämisessä

Development and testing of an instrument to measure the collegiality competence of social and health care educators

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

Collegiality among social- and health care educators in higher education or vocational institutions :a mixed-method systematic review

Abstract Background: Social- and health care educators collaborate on national and international levels; this collaboration is intrinsically related to collegiality, a concept which has only been scarcely studied among social- and health care educators. Background/Objectives: To identify the best evidence on social- and health care educators’ experiences of collegiality and factors influencing it in educational institutions. Design: A mixed-methods systematic review. Data sources: Keywords were defined according to PICo and PEO inclusion and exclusion criteria. A search was performed across five databases (CINAHL, PubMed, Medic, Scopus, and ProQuest) for articles published in Finnish and/or English. Review methods: During the screening process, three researchers separately screened original studies by title and abstract (n = 806), and subsequently, based on the full-text (n = 40). The JBI Qualitative Assessment Research Instrument was used to evaluate qualitative studies, while the Critical Appraisal Checklist for Analytical Cross-sectional Studies was used to evaluate quantitative studies. Results: The systematic review included a total of 15 articles. Collegiality among social- and health care educators was described through united and safe work culture, along with the dissemination of relevant expertise. The benefits of mentoring, communication on national and international levels, and collaboration are all issues that affect an educator’s work. In the context of social- and health care educators, collegiality does not only include the interactions between the educators, but also involves their mentors and supervisors. Mentoring and collaboration between educational institutions were found to be associated with collegiality. Conclusions: Collegiality among educators can be maintained through networking, collaboration, mentoring, mutual communication and the consideration of professional ethical issues. It would be important for educational organisations to pay attention to collegiality and encourage educators to collaborate with their colleagues. It is important to emphasise the role of collegiality in the education of new social- and health care teacher candidates and the continuing education of current educators

Nurse educators’ views of integrating culturally and linguistically diverse future registered nurses into healthcare settings:a qualitative descriptive study

Abstract Aim: To describe nurse educators’ views of how culturally and linguistically diverse future registered nurses are integrated into healthcare settings. Design: A qualitative descriptive design was adopted. Participants: A total of 20 nurse educators were recruited from three higher education institutions in Finland. Methods: Participants were recruited in the spring of 2021 through snowball sampling. Individual semi-structured interviews were held and recorded. The collected data were analysed using inductive content analysis. Results: The performed content analysis identified a total of 534 meaning units from the data, which were categorized into 343 open codes and 29 sub-categories. Furthermore, nine categories were identified and categorized into three main categories. The first main category was pre-graduation and represented a time point during which educators experienced early integration, nurse educator support and cooperation with stakeholders. The second main category was integration strategies into healthcare settings, which included workplace strategies, language competence and individual competencies and attributes. The third main category was the post-graduation experience, during which educators reported organizational readiness, migration and efficacy of the integrational model. Conclusions: The results revealed a need for increased resources linked to how nurse educators support the integration of culturally and linguistically diverse future registered nurses. Moreover, a nurse educator’s presence during the last clinical placement, early transition and integration was found to exert a significant effect on the smooth integration of culturally and linguistically diverse future nurses. Impact: This study establishes the need to enhance stakeholder cooperation between universities and other organizations towards supporting the integration process. Maximizing nurse educators’ support during the final clinical practice, early transition and post-graduation allows for successful integration and intention to stay. Reporting Method: This study was reported according to the Standards for Reporting Qualitative Research (SRQR). Patient or Public Participation: Participating educators shared their experiences of culturally and linguistically diverse future nurses’ integration

Sosiaali- ja terveysalan opettajien kollegiaalisuus ammatillisessa oppilaitoksessa ja ammattikorkeakoulussa

Tiivistelmä Tutkimuksen tarkoituksena oli kuvailla sosiaali- ja terveysalan opettajien kokemuksia keskinäisestä kollegiaalisuudesta. Tutkimusaineisto kerättiin teemahaastatteluilla kevään 2018 aikana sosiaali- ja terveysalan opettajilta (n=22), jotka työskentelivät ammatillisessa oppilaitoksessa ja ammattikorkeakouluissa Pohjois-Suomessa. Aineisto analysoitiin induktiivisella sisällönanalyysillä. Tulosten perusteella sosiaali- ja terveysalan opettajien kollegiaalisuus koostui yhteisestä asiantuntijuudesta ja opettajien yhtenäisestä työkulttuurista. Yhteinen asiantuntijuus sisältää sekä oman asiantuntijuuden jakamisen, että kollegan asiantuntijuuden hyödyntämisen. Yhtenäiseen työkulttuuriin kuuluu opettajien ammattietiikka, keskinäinen kommunikaatio ja yhteisöllisyys. Tutkimuksesta saatua tietoa voidaan hyödyntää terveystieteiden opettajien täydennys- ja opettajankoulutuksessa sekä heidän kollegiaalisuutensa ylläpitämisessä ja kehittämisessä. Tutkimus tuo tietoa siitä, miten muun muassa epätietoisia kollegoita tiedottamalla asioista, kohtaamalla toisen kasvokkain ja yhteisellä toiminnalla voidaan ylläpitää ja kehittää opettajien keskinäistä kollegiaalisuutta sosiaali- ja terveysalalla.Abstract Collegiality between teachers of social- and healthcare in vocational college and universities of applied sciences The purpose of this study was to describe how teachers of social- and healthcare experienced their mutual collegiality. Data was gathered during spring 2018 from 22 teachers working in a vocational college and universities of applied sciences of social- and healthcare. The participants were interviewed in focus groups and inductive content analysis was used in analyzing of the data. The results suggest that collegiality among teachers of social- and healthcare consisted of two main categories. First category is mutual expertise that consists of both sharing teacher’s own expertise and utilizing that of a colleague. The second category is teachers’ united working culture consisting of professional ethics, mutual communication and communality. The findings of this study can be utilized in social- and healthcare teachers’ continuing education and teacher basic education as well as in maintaining and developing their collegiality in general. The study provides information on how to maintain and develop teacher-collegiality in the social and health field, for example through informing colleagues, face-to-face meetings and joint action

Culturally and linguistically diverse registered nurses’ experiences of integration into nursing workforce:a qualitative descriptive study

Abstract Background: The nursing shortage is a global and ongoing phenomenon that is expected to worsen. In many countries, imbalances in the nursing workforce will require international recruitment and plans to increase domestic and international nursing graduates. Nurses from culturally and linguistically diverse backgrounds have been reported to experience challenges while integrating into the workforce. Aim: To describe culturally and linguistically diverse registered nurses’ experiences of their integration into the Finnish nursing workforce. Methods: The study adopted a qualitative descriptive design. Data were collected during the spring of 2021 from 24 culturally and linguistically diverse registered nurses working in various healthcare settings in Finland. Data were analyzed using content analysis, which resulted in 596 open codes, 21 sub-categories, and 8 categories. Results: According to the performed analysis, culturally and linguistically diverse nurses in Finland face cultural, ethnic and linguistic challenges. Organizational acceptance and acknowledgement of culturally and linguistically diverse nurses’ competence can help decrease the practice of deskilling and the perception that foreign nurses have purely opportunistic goals. Cultural and language learning support, tailored orientation programs, and mentorship are the most common organizational strategies for supporting integration and competence development. The role of the nurse manager and organizational strategies were also identified as essential components of smooth integration, work wellbeing and retention. Conclusions: Finnish healthcare organizations need to implement strategies that support culturally and linguistically diverse nurses’ integration into the workforce. Nurse managers are important leaders that can foster culturally and linguistically diverse nurses’ competence development, ensure the efficient use of their specialized skills, promote work wellbeing, and improve nurse retention

Nurse leaders’ perceptions of competence-based management of culturally and linguistically diverse nurses:a descriptive qualitative study

Abstract Aim(s): To describe nurse leaders’ perceptions of culturally and linguistically diverse (CALD) nurses’ competence-based management. Design: A descriptive qualitative study of the competence-based management of CALD nurses, from the perspectives of nurse leaders in three primary and specialised medical care organisations. This study followed the COREQ guidelines. Methods: Qualitative semi-structured individual interviews were conducted with 13 nurse leaders. Eligible interviewees were required to have management experience, and experience of working with or recruiting CALD nurses. Data were collected during November 2021–March 2022. The data were analysed using inductive content analysis. Results: Competence-based management was explored in terms of competence identification and assessment of CALD nurses, aspects which constrain and enable competence sharing with them, and aspects which support their continuous competence development. Competencies are identified during the recruitment process, and assessment is based primarily on feedback. Organisations’ openness to external collaboration and work rotation supports competence sharing, as does mentoring. Nurse leaders have a key role in continuous competence development as they organise tailored induction and training, and can indirectly reinforce nurses’ work commitment and wellbeing. Conclusion(s): Strategic competence-based management would enable all organisational competencies potential to be utilised more productively. Competence sharing is a key process for the successful integration of CALD nurses. Relevance to Clinical Practice: The results of this study can be utilised to develop and standardise competence-based management in healthcare organisations. For nursing management, it is important to recognise and value nurses’ competence. Impact: The role of CALD nurses in the healthcare workforce is growing, and there is little research into the competence-based management of such nurses. Patient or Public Contribution: No patient or public contribution

The influence of digital learning on health sciences students’ competence development:a qualitative study

Abstract Background: Health care experts need high levels of competence, yet there is little evidence on the influence of digital learning on health science students’ competence development. Objectives: This study aims to describe health sciences students’ experiences of the development of their competence and the influences of digital learning upon their competence. Design: A qualitative descriptive research. Participants: A total of 15 health sciences students were interviewed. Methods: The data was collected by using individual semi-structured interviews during the spring of 2021. The data was analyzed using content analysis. Results: The health sciences students felt that their expertise encompasses motivation for future career development, understanding the social and professional influences on their career development, versatile expertise in various aspects of health sciences, and developing competence in different learning environments. The students recognized that digital learning requires the active participation, digitalization is a part of a successful learning environment, and digital learning challenges social interactions. The students’ digital learning facilitated competence development, which broadened their understanding of skills relevant to health sciences; however, these benefits could only be obtained when including adequate support. Conclusions: The results hold social value for the development of health sciences education as policy-makers can use the presented information to develop high-quality, digital learning procedures

Nurse leaders' experiences of how culturally and linguistically diverse registered nurses integrate into healthcare settings:an interview study

Abstract Aim: To describe nurse leaders' experiences of how culturally and linguistically diverse registered nurses integrate into healthcare settings. Design: A qualitative descriptive study design. Participants: A total of 13 nurse leaders were recruited from four primary and specialized healthcare organizations in Finland. Methods: Data were collected through individual semi-structured interviews and analyzed using inductive content analysis. Results: Nurse leaders' experiences were categorized into seven main categories as follows: leadership, which concerns a leader's roles, style, and experience; organizational strategy and culture, which includes structure, policies, and intra-organizational culture; support strategies, including workplace and outside-of-work integration strategies; relationships and interactions, which considers interpersonal relationships and interactions; nurse competence requirements and development, which concerns both organizational and ward level competence demands, and support for competence development; language competence, which concerns challenges relating to language proficiency and development of language competence; and cultural diversity, which considers the importance of competence development brought about through experiences of being in a multicultural workplace. Conclusions: Culturally and linguistically diverse nurses are important within healthcare systems. These nurses constitute additional human resources, bring diverse experiences and expertise, and add to organizational cultural capital. Nurse leaders require competencies that are suitable for leading a diverse workforce, utilizing its competencies, establishing staff members' needs, and ensuring their continuous development. Resourcing, planning, and structuring the integration process affects nurses' experiences of the organizational socialization process. Impact: The findings of our study can offer guidance to healthcare organizations with regard to structural integration strategies at an institutional level. Leadership and management educators can benefit from the findings towards developing a curriculum that supports leaders' diversity, equity and inclusion, knowledge management and formal leadership competencies. Finally, nurse leaders may benefit from this study through being more aware towards supporting a multicultural, cohesive, and competent workforce through strong social capital

Integration strategies and models to support transition and adaptation of culturally and linguistically diverse nursing staff into healthcare environments:an umbrella review

Abstract Aims: The aim of this umbrella review was to establish recent evidence on integration strategies and models to support transition and adaptation of culturally and linguistically diverse nursing staff into healthcare environments. Design: Umbrella review conducted according to Joanna Briggs institute guidelines. Data sources: Data were collected from CINAHL, PubMed, Medic, ProQuest and Scopus electronic databases in 2021. Review methods: Two researchers simultaneously screened studies’ eligibility by title, abstract and full text. Quality appraisal for the selected studies was assessed according to Joanna Briggs institute critical appraisal. Data were synthesized by conducting content analysis. Results: Twenty-seven reviews were included in the final synthesis. Strategies and models for supporting the transition and adaptation of culturally and linguistically diverse nursing staff into healthcare environments were structured as intra-organizational, sociocultural, and professional development. Intra-organizational strategies and models were unique to a particular organization and included policies and support, diversity, collegial and peer support, employee treatment and workplace environment. Sociocultural strategies and models addressed social, cultural and group dynamics using cultural training, learning and support, social support and friendships, language and communication, and personal skills development. Professional development enhanced nursing competence, ability to practice and workplace professional development. This was supported through licensure and orientation to work, career and competence development, and workplace mentorship and preceptorship. Conclusions: There is a need to understand culturally and linguistically diverse nurses’ needs and motivation to integrate, which is essential toward developing efficient integrational strategies and models. Strategies and models also need to support cultural and personal competence development of native nurses to aid efficient integration of culturally and linguistically diverse colleagues. Future studies can evaluate nursing workforce shortages and their implications on integration process