14 research outputs found
Sosiaali-, terveys- ja kuntoutusalan opettajien kokemukset innovaatio- ja ennakointiosaamisesta
TiivistelmÀ
TÀmÀn tutkimuksen tarkoituksena oli kuvata, minkÀlaiseksi sosiaali-, terveys- ja kuntoutusalan (soteku) opettajat kokevat innovaatio- ja ennakointiosaamisensa. Tutkimusaineisto kerÀttiin fokusryhmÀhaastatteluina osana TerOpe-hanketta kevÀÀn 2018 aikana soteku-opettajilta (n= 36), jotka työskentelivÀt suomalaisissa yliopistoissa ja ammattikorkeakouluissa. Aineisto analysoitiin induktiivisella sisÀllönanalyysillÀ.
Tulosten perusteella soteku-opettajien innovaatio- ja ennakointiosaaminen koettiin moniulotteiseksi osaamiseksi, joka koostui tutkimustiedon hyödyntÀmisestÀ ja levittÀmisestÀ, hanke- ja projektiosaamisesta, muutokseen sopeutumisen osaamisesta sekÀ työelÀmÀn kehittÀmisestÀ ja yhteiskunnallisesta vaikuttamisesta. Hanke- ja projektiosaamisen sekÀ muutokseen sopeutumisen osaamisen kehittÀminen koettiin tarpeelliseksi. Tuloksia voidaan hyödyntÀÀ terveystieteiden opettajankoulutuksessa sekÀ soteku-opettajien innovaatio- ja ennakointiosaamisen kehittÀmisessÀ. Soteku-opettajien innovaatio- ja ennakointiosaamista voidaan kehittÀÀ muun muassa lisÀÀmÀllÀ soteku-opettajien osaamista nopeasti muuttuvan todellisuuden hahmottamisessa sekÀ projekteissa toimimisessa.Abstract
The aim of this research was to describe how the educators in social, health care and rehabilitation fields perceive their innovation and foresight competence. The research data was gathered by focus group interviews as a part of the TerOpe project during Spring 2018. Interviewed social and health care and rehabilitation educators (n=36) worked in Finnish universities and universities of applied sciences. The data was analyzed using inductive content analysis.
Based on the results, the innovation and foresight competence of the social and health care and rehabilitation educators were perceived as multidimensional competence. It was consisting of the exploitation and dissemination of research data, competence in project management, competence in adapting to change, developing working life and influencing society. The interviewed educators felt necessity to develop the project expertise and competence in adapting to change. The results can be utilized in teacher education of health sciences and in developing the innovation and foresight competence of social and health care and rehabilitation educators. Social, health care and rehabilitation educatorsâ expertise in innovation and foresight can be developed, for example, by increasing their competence in perceiving rapidly changing reality and working in projects
Development and testing of the Educatorsâ Professional Development scale (EduProDe) for the assessment of social and health care educatorsâ continuing professional development
Abstract
Background: Social and health care educators are crucial to educating competent professionals that are prepared to work in a rapidly changing society. Previous studies have primarily assessed educatorsâ continuing professional development from a single perspective. It would be important to gauge educatorsâ perceptions about their professional development from multiple dimensions to identify the strengths and weaknesses of the current learning process.
Aim: To develop and validate a new educatorsâ professional development scale that is relevant to social and health care education institutions.
Method: The development and validation of the scale comprised four phases: defining continuing professional development; creating an item pool; an expert review of the item pool; and psychometric testing of the scale. Face and content validity were evaluated by two expert panels. The initial item pool included 104 items, with 41 remaining after the expert review. A total of 2330 social and health care educators from 29 organizations were invited to respond to the developed self-assessment survey. The response rate was 18% (nâŻ=âŻ422).
Results: Explorative factor analysis identified six factors, including a total of 22 items, that accounted for 68.37% of the total variance. The factors defined different elements of continuing professional development for educators, namely, âneed for pedagogical developmentâ (7 items), âneed to manage challenging situations in teachingâ (3 items), âleadership of competence developmentâ (3 items), âself-directed learningâ (3 items), âneed to develop clinical competenceâ (3 items) and âbenefits of professional developmentâ (3 items). Internal consistency for the six subscales, measured through Cronbachâs alpha coefficient, ranged from 0.70 to 0.89.
Conclusions: The EduProDe scale is a relevant and reliable tool for the planning and evaluation of continuing professional development processes or programs designed for educators of social and health care students
An empirical model of social and healthcare educatorsâ continuing professional development in Finland
Abstract
The objective of this work was to develop and test an empirical model of social and healthcare educatorsâ continuing professional development. A cross-sectional survey study design was adopted, and a total of 422 part-time and full-time social and healthcare educators from 28 universities of applied sciences and vocational schools in different regions of Finland participated. Data were collected from October to December in 2018. The participants taught in the fields of healthcare, social services, and rehabilitation. The questionnaire included the EduProDe scale and background questions. Confirmatory factor analysis and structural equation modelling were used to develop the model, and its quality was assessed by computing goodness of fit indexes. The main finding was that when educators understand the benefits of continuing professional development, they will recognise their developmental needs and proactively seek support from their superiors. The results obtained provide insight into the preconditions for professional development and offer guidance for the design of future shared development programmes or activities for social and healthcare educators
Health science student teachersâ perceptions of teacher competence:a qualitative study
Abstract
Background: Health science teacher competence is multifaceted and continuously changing according to national and international healthcare standards. Organizational restructuring and emphasis on cost effectiveness is changing the scope of health science teachersâ practical work and their role in healthcare (worldwide).
Aim: This study aimed to describe student teachersâ perceptions of the competencies needed to work as an educator in the healthcare field. Objective of study was to gain new knowledge which can be used in the development of teacher education programs in nursing science and to define a broader definition of the health science educators.
Methods: A qualitative study was conducted. Data were collected from 23 Finnish students completing a masterâs degree in teaching in the healthcare context using focus group interviews. The data were analyzed by inductive content analysis.
Results: The student teachers identified eight main categories of teacher competence: leadership and management competence; evidence-based practice competence; subject competence; ethical competence; pedagogical competence; collaboration competence; internationalization competence; and continuous professional development competence.
Conclusion: This study identified essential teacher competencies that can be evaluated among students to develop health science teacher curricula. The findings can be used in follow-up studies or comparative research to investigate competence differences between novice and experienced teachers
Continuing professional development among social- and health-care educators
Abstract
Future social- and health-care educators will be required to have versatile competence in educating professionals that reflects both the constantly changing health-care environment and delivery of high-quality patient care. Continuing professional development can be defined as a process that aims to increase educatorsâ competence and well-being, along with the effectiveness of an organisation. This study aimed to describe educatorsâ continuing professional development and clarify the contribution of continuing education. The research applied a qualitative approach as only limited information about social- and health-care educatorsâ professional development currently exists. Data were collected by group interviews of 35 experienced social- and health-care educators from six institutions of higher education and two vocational schools across Finland. An inductive content analysis yielded 39 subcategories, 11 categories and three main categories, namely, educatorsâ approaches for developing professional competence, barriers to continuing education, and educatorsâ continuing education needs. The educators reported that they maintain and develop their competence in versatile ways; for example, continuing professional development takes place through both formal continuing education and informal collaboration at daily work. Regarding barriers to continuing education, the educators most often cited the lack of planning and a lack of resources, for example, scheduling and financial factors. The continuing education needs of social- and health-care educators are highly individual and should not only reflect organisational goals. The fact that this study only included experienced educators can be considered a limitation, as a sample that also included novice educators may have yielded different perceptions of continuing education and professional development. The results of the research can be utilised when designing the continuing professional development of educators at the individual, group or organisational level
Ethical and cultural competence of social- and health care educators from educational institutions:cross-sectional study
Abstract
Background: The international mobility has increased cultural diversity in social- and health care. As such, ethical and cultural competence is an essential skill among educators. They are promoting the ethical and cultural competence and professional growth of students with diverse backgrounds and, therefore, must be ethically and culturally competent.
Aim: The aim of the study was to identify distinct ethical and cultural competence profiles of social- and health care educators and explore the associated factors.
Research Design: A descriptive cross-sectional survey design was used to collect quantitative observational data in 2020â2021. Competence profiles were identified by K-means clustering based on answers to an instrument focussing on educators' ethical and cultural competence.
Participants and Research Context: Participants (N = 1179, n = 243) were social- and health care educators based at 10 universities of applied sciences and 10 vocational colleges in Finland.
Ethical Considerations: The research adhered to good scientific practice. A research permit was received from each educational institution that participated in the study. The privacy of the participants was protected throughout the study.
Results: The analysis identified three profiles of educators (A, B, C) based on self-assessed ethical and cultural competence. Profile A educators demonstrated high scores across all three competence areas. Profile B educators had high scores for ethical knowledge and intermediate scores for other competence areas. Profile C educators demonstrated intermediate scores across all three competence areas. An educator's pedagogical education was found to significantly influence which profile they belonged to.
Conclusions: The educators generally evaluated their ethical and cultural competence highly. Educators understand the importance of professional ethics in their work, but they need additional support in developing ethics skills in their daily work. Among all educators, there is a need for developing international and culturally diverse collaboration
Health and social care educatorsâ ethical competence
Abstract
Background and purpose: Educatorsâ ethical competence is of crucial importance for developing studentsâ ethical thinking. Previous studies describe educatorsâ ethical codes and principles. This article aims to widen the understanding of health- and social care educatorsâ ethical competence in relation to core values and ethos.
Theoretical background and key concepts: The study is based on the didactics of caring science and theoretically links the concepts ethos and competence.
Methods: Data material was collected from nine educational units for healthcare and social service in Finland. In total 16 semi-structured focus group interviews with 48 participants were conducted. The interviews were analysed with a thematic analysis according to Braun and Clarke.
Ethical considerations: The study is approved by the Declaration of Helsinki, the legislation regarding personal data and the General Data Protection Regulation. The study received ethical permission from the University of JyvÀskylÀ. Informed consent was obtained from all the educational units and participants in the study.
Findings: The findings are presented based on three general patterns, an ethical basic motive, an ethical bearing and ethical actions. Subthemes are Humane view of students as unique individuals with individual learning, Bearing of tactfulness and firmness, Bearing of perceptiveness and accessibility, Bearing of satisfaction and joy over student learning, Valuing bearing towards each oneself and colleagues, Ability to interact and flexibility, Collegiality and a supportive work community and Educators as role models and inspirators.
Conclusion: Educatorsâ personal and professional ethos is crucial to student learning, personal growth and ethical reasoning. Therefore, it is important to further develop educatorsâ training regarding ethical competence
TÀydennyskoulutustarpeet ja tÀydennyskoulutuksen merkitys uransa alussa olevien sosiaali-, terveys- ja kuntoutusalan ammattikorkeakouluopettajien osaamiselle
Abstract
Up-to-date competences of educators in the social, health care and rehabilitation sector in universities of applied sciences are crucial for top-quality education. The purpose of this research was to describe the needs and meanings of continuing education for teachers starting their career. This study is a part of a national TerOpe project. The method of data collection was a theme interview. The interviews were arranged to four teacher groups consisting of 2â5 people. The people interviewed (n=14) were educators of nursing, fysiotherapy and social work on three universities of applied sciences located in different parts of Finland. The data were analysed with inductive content analysis. Those teachers who had less than five years of teacher experience wanted to have further education which answered to individual learning needs, were useful, included collegial interaction and were of high-quality pedagogically. Teachers also felt they need possibilities for development of their work organized by their employer, such as job orientation, supervision and mentoring. Teachers felt that they need to develop their own work, co-operation competence and they need personal professional development, and development of teaching competence and digital competence. The meaning of further education for teachers was diverse ways of gaining of professional knowledge and improvement on personal working abilities. The results can be used for the design and development of continuing education for social and health care teachers in the beginning of their career in universities of applied sciences.TiivistelmĂ€
Sosiaali-, terveys- ja kuntoutusalan ammattikorkeakouluopettajien ajantasainen osaaminen on edellytys laadukkaalle koulutukselle. Tutkimuksen tarkoituksena oli kuvata uransa alussa olevien sosiaali-, terveys- ja kuntoutusalan opettajien tĂ€ydennyskoulutustarpeita sekĂ€ tĂ€ydennyskoulutuksen merkitystĂ€ heidĂ€n osaamiselleen. Tutkimus on osa valtakunnallista TerOpe hanketta. AineistonkeruumenetelmĂ€nĂ€ oli teemahaastattelu. Haastattelut toteutettiin neljĂ€lle 2â5 hengen opettajaryhmĂ€lle. Haastateltavat (n=14) olivat hoitotyön, fysioterapian ja sosionomin koulutusohjelmien opettajia kolmesta eri ammattikorkeakoulusta eri puolilta Suomea. Aineisto analysoitiin induktiivisella sisĂ€llönanalyysilla. Alle viisi vuotta opettajana toimineet haastateltavat toivoivat tarvetta vastaavaa tĂ€ydennyskoulutusta, joka on itselle hyödyllistĂ€, sisĂ€ltÀÀ kollegiaalista vuorovaikutusta ja on pedagogisesti laadukasta. Opettajat kokivat tarvitsevansa työnantajan tarjoamia työssĂ€ kehittymisen mahdollisuuksia kuten perehdytystĂ€, työnohjausta ja mentorointia. Opettajana kehittymiseen he arvioivat tarvitsevansa oman työn ja yhteistyöosaamisen kehittĂ€mistĂ€, henkilökohtaista ammatillista kasvua sekĂ€ opetusosaamisen ja digiosaamisen kehittymistĂ€. TĂ€ydennyskoulutus merkitsi uransa alussa olevien opettajien osaamiselle ammattitaidon kehittymistĂ€ ja henkilökohtaisten työskentelyvalmiuksien vahvistumista. Tuloksia voidaan hyödyntÀÀ uransa alussa olevien ammattikorkeakouluopettajien ammatillisen kehittymisen ja tĂ€ydennyskoulutuksen suunnittelussa ja kehittĂ€misessĂ€
Qualitative study of social and healthcare educatorsâ perceptions of their competence in education
Abstract
Competent educators are needed to ensure that social and healthcare professionals are effective and highly competent. However, there is too little evidenceâbased knowledge of current and required enhancements of educatorsâ competences in this field. The aim of this study was to describe social and healthcare educatorsâ perceptions of their competence in education. The study had a qualitative design, based on interviews with educators and rooted in critical realism. Fortyâeight participants were recruited from seven universities of applied sciences and two vocational colleges in Finland, with the assistance of contact persons nominated by the institutions. The inclusion criterion for participation was employment by an educational institution as a partâtime or fullâtime, social and/or healthcare educator. Data were collected in the period FebruaryâApril 2018. The participants were interviewed in 16 focus groups with two to five participants per group. The acquired data were subjected to inductive content analysis, which yielded 506 open codes, 48 subâcategories, nine categories and one main category. The educatorsâ competence was defined as a multidimensional construct, including categories of educatorsâ competences in practicing as an educator, subject, ethics, pedagogy, management and organisation, innovation and development, collaboration, handling cultural and linguistic diversity, and continuous professional development. Educators recognised the need for developing competence in innovation to meet rapid changes in a competitive and increasingly global sociopolitical environment. Enhancement of adaptability to rapid changes was recognised as a necessity. The findings have social value in identifying requirements to improve social and healthcare educatorsâ competence by helping educational leadership to improve educational standards, construct a continuous education framework and create national and/or international curricula for teacher education degree programs to enhance the quality of education. We also suggest that educational leadership needs to establish, maintain and strengthen collaborative strategies to provide effective, adaptable support systems, involving educators and students, in their working practices
Competence areas of health science teachers:a systematic review of quantitative studies
Abstract
Background: In the face of rapid digitalisation and ever-higher educational requirements for healthcare professionals, it is important that health science teachers possess the relevant core competences. The education of health science teachers varies internationally and there is no consensus about the minimum qualifications and experience they require.
Objective: The aim of this systematic review was to describe the health science teachersâ competences and the factors related to it.
Design: Systematic review of original quantitative studies.
Data sources: Four databases were selected from which to retrieve original studies: Cinahl (Ebsco), PubMed, Medic, Eri (ProQuest).
Review Methods: The systematic review used PICOS inclusion criteria. Original peer-reviewed quantitative studies published between 1/2007 and 1/2018 were identified. Screening was conducted by two researchers separately reading the 1885 titles, 600 abstracts, and 63 full-texts that were identified, and then agreed between them. Critical appraisal was performed using the JBI MAStARI evaluation tool. The data was extracted and then analysed narratively.
Results: The core competences of health science teachers include areas of knowledge, skills and attitudes. Health science teachers evaluate their own competence as high. Only in relation to entrepreneurship and leadership knowledge was evaluated to be average. The most common factors influencing competence were teachersâ title/position, healthcare experience, research activities, age, academic degree and for which type of organisation they work.
Conclusion: It is important to identify the core competencies required by health science teachers in order to train highly competent healthcare professionals. Based on the findings of this systematic review we suggest that teachers should be encouraged to gain university education and actively participate in research, and that younger teachers should have opportunities to practice the relevant teaching skills to build competence