An empirical model of social and healthcare educators’ continuing professional development in Finland

Abstract The objective of this work was to develop and test an empirical model of social and healthcare educators’ 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

Development and testing of the Educators’ Professional Development scale (EduProDe) for the assessment of social and health care educators’ 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 educators’ continuing professional development from a single perspective. It would be important to gauge educators’ 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 educators’ 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% (n = 422). 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, “need for pedagogical development” (7 items), “need to manage challenging situations in teaching” (3 items), “leadership of competence development” (3 items), “self-directed learning” (3 items), “need to develop clinical competence” (3 items) and “benefits of professional development” (3 items). Internal consistency for the six subscales, measured through Cronbach’s 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

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 educators’ competence and well-being, along with the effectiveness of an organisation. This study aimed to describe educators’ 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 educators’ 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, educators’ approaches for developing professional competence, barriers to continuing education, and educators’ 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

Health and social care educators’ ethical competence

Abstract Background and purpose: Educators’ ethical competence is of crucial importance for developing students’ ethical thinking. Previous studies describe educators’ ethical codes and principles. This article aims to widen the understanding of health- and social care educators’ 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 Jyväskylä. 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: Educators’ personal and professional ethos is crucial to student learning, personal growth and ethical reasoning. Therefore, it is important to further develop educators’ training regarding ethical competence

Qualitative study of social and healthcare educators’ 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 evidence‐based knowledge of current and required enhancements of educators’ competences in this field. The aim of this study was to describe social and healthcare educators’ perceptions of their competence in education. The study had a qualitative design, based on interviews with educators and rooted in critical realism. Forty‐eight 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 part‐time or full‐time, social and/or healthcare educator. Data were collected in the period February–April 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 sub‐categories, nine categories and one main category. The educators’ competence was defined as a multidimensional construct, including categories of educators’ 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 educators’ 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

Täydennyskoulutustarpeet ja täydennyskoulutuksen 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 2—5 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.Tiivistelmä Sosiaali-, terveys- ja kuntoutusalan ammattikorkeakouluopettajien ajantasainen osaaminen on edellytys laadukkaalle koulutukselle. Tutkimuksen tarkoituksena oli kuvata uransa alussa olevien sosiaali-, terveys- ja kuntoutusalan opettajien täydennyskoulutustarpeita sekä täydennyskoulutuksen merkitystä heidän osaamiselleen. Tutkimus on osa valtakunnallista TerOpe hanketta. Aineistonkeruumenetelmänä oli teemahaastattelu. Haastattelut toteutettiin neljälle 2—5 hengen opettajaryhmälle. Haastateltavat (n=14) olivat hoitotyön, fysioterapian ja sosionomin koulutusohjelmien opettajia kolmesta eri ammattikorkeakoulusta eri puolilta Suomea. Aineisto analysoitiin induktiivisella sisällönanalyysilla. Alle viisi vuotta opettajana toimineet haastateltavat toivoivat tarvetta vastaavaa täydennyskoulutusta, joka on itselle hyödyllistä, sisältää kollegiaalista vuorovaikutusta ja on pedagogisesti laadukasta. Opettajat kokivat tarvitsevansa työnantajan tarjoamia työssä kehittymisen mahdollisuuksia kuten perehdytystä, työnohjausta ja mentorointia. Opettajana kehittymiseen he arvioivat tarvitsevansa oman työn ja yhteistyöosaamisen kehittämistä, henkilökohtaista ammatillista kasvua sekä opetusosaamisen ja digiosaamisen kehittymistä. Täydennyskoulutus merkitsi uransa alussa olevien opettajien osaamiselle ammattitaidon kehittymistä ja henkilökohtaisten työskentelyvalmiuksien vahvistumista. Tuloksia voidaan hyödyntää uransa alussa olevien ammattikorkeakouluopettajien ammatillisen kehittymisen ja täydennyskoulutuksen suunnittelussa ja kehittämisessä

Sosiaali-, terveys- ja kuntoutusalan opettajien digitaalinen osaaminen

Tiivistelmä Tutkimuksen tarkoituksena oli kuvata sosiaali-, terveys- ja kuntoutusalan (soteku) opettajien (n=388) digitaalista osaamista osana TerOpe-hanketta. Aineisto kerättiin DigCompEdu CheckIn Self-reflection Tool -itsearviointityökaluun perustuvalla mittarilla, joka sisälsi 21 (strukturoitua) väittämää ja yhden avoimen kysymyksen. DigCompEdu-viitekehyksen kuutta osa-aluetta (ammatillinen sitoutuminen, digitaaliset resurssit, opettaminen ja oppiminen, arviointi, oppijoiden voimaannuttaminen ja oppijoiden digitaalisen osaamisen tukeminen) käytettiin sekä määrällisen aineiston keskiarvomuuttujien muodostamisessa että laadullisen aineiston deduktiivis-induktiivisen analyysin runkona. Opettajat olivat motivoituneita kehittämään digitaalista osaamistaan ja kokivat sen kehittämisen tarpeelliseksi. He laativat ja hallinnoivat digitaalista opetusmateriaalia ja käyttivät digitaalista teknologiaa säännöllisesti opetuksessa. Vähäiset resurssit, kuten riittämätön aika, tuki ja koulutus, vähensivät opettajien mahdollisuuksia kehittää digitaalista osaamistaan ja digitaalisen teknologian hyödyntämistä opetuksessa ja oppimisessa. Tuloksia voidaan hyödyntää soteku-alan opettajien jatko- ja täydennyskoulutuksen sekä terveystieteiden opettajakoulutuksen kehittämisessä. Opettajat tarvitsevat aikaa, tukea, koulutusta ja käyttäjäystävällisiä järjestelmiä digitaalisen teknologian hyödyntämiseen opetuksessa ja oppimisessa.Abstract The purpose of the study was to describe the digital competence of social, health care and rehabilitation educators (n=388) as part of the TerOpe project. The data were collected using the DigCompEdu CheckIn Self-reflection Tool, which contained 21 (structured) variables and one open-ended question. DigCompEdu Framework containing six areas (professional engagement, digital resources, teaching and learning, assessment, empowering learners, and facilitating learners’ digital competence) was used in forming the mean variables of the quantitative data, and as a framework in the deductive-inductive analysis of qualitative data. The educators were motivated to develop their digital competence and felt the development necessary. They created and managed digital teaching materials and used digital technology in teaching regularly. Limited resources, such as inadequate time, support and training, reduced educators’ ability to develop their digital competence and to use digital technologies in teaching and learning. The results can be used to develop continuing and in-service education of social, health care and rehabilitation educators, and teacher education in health sciences. Educators need time, support, education and user-friendly systems to utilize digital technology in teaching and learning

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 teachers’ 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 teachers’ 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

Development and testing of an instrument (HeSoEduCo) for health and social care educators’ competence in professional education

Abstract Background: Health and social care education is highly important for preparing future professionals for their future roles in sustainable health and social care. However, previous studies have emphasized that health and social care educators’ competence is complex and poorly defined. Thus, there is a clear need for a psychometrically validated instrument to enable clarification and assessment of the required skills. Objective: To develop and psychometrically validate an instrument (the HeSoEduCo) for assessing health and social care educators’ competence in higher and professional education. Design: Cross-sectional study. Methods: A HeSoEduCo instrument, with items inviting 1–4 Likert scale responses, was developed, based on one systematic review and one qualitative study, then validated in terms of face, content and construct validity and internal consistency (Cronbach′s alpha values). All health and social care educators based in all 21 universities of applied sciences in Finland and seven vocational colleges were subsequently invited to participate in a large-scale application of the instrument in fall 2018. In total, responses of 390 of these educators are analyzed here. Results: The face and content validity of 71 newly developed items were assessed by experts in two evaluation rounds. The final content validity showed high scores for the instrument’s relevance and clarity. Confirmatory factor analysis (to test construct validity) yielded eight factors (43-items remaining), defining the following competence areas of educators: evidence-based practice, digital collaborative learning, student-centered pedagogy, collaboration & societal, leadership & management, cultural & linguistic diversity, mentoring student into professional competence development and subject & curriculum. Cronbach’s alpha values for the factors ranged from 0.70 to 0.89. Conclusion: The instrument can be used to obtain self-evaluations of educators’ competence when assessing their general competence levels and help human resources departments and managers to identify suitable continuous education programs for their staff

Sosiaali-, terveys- ja kuntoutusalan opettajien itsearvioitu osaaminen

Tiivistelmä Tutkimuksen tarkoituksena oli kuvata sosiaali-, terveys- ja kuntoutusalan (soteku) opettajien itsearvioitua osaamista. Lisäksi selvitettiin koulutusalojen ja koulutusorganisaatioiden välisiä eroja opettajien itsearvioidussa osaamisessa. Tutkimus oli osa ”Osaavat opettajat yhdessä!” TerOpe– OKM -kärkihanketta. Kohderyhmä muodostui 21 ammattikorkeakoulun ja seitsemän ammatillisen oppilaitoksen opettajista (n=422). Tutkimusaineistona hyödynnettiin TerOpe-hankkeen HeSoEduCo-mittarilla (1–4 Likert-asteikko) hankkimaa aineistoa, joka mittasi opettajien itsearvioitua osaamista kahdeksalla osaamisalueella. Aineisto analysoitiin tilastollisin menetelmin Mann Whitneyn U- ja Kruskal Wallis-testeillä. Opettajat arvioivat osaamisensa hyvälle tasolle. Vahvin osaaminen muodostui opiskelijan ammatillisen kehittymisen ohjausosaamisesta ja heikoin osaaminen yhteisöllisestä digipedagogiikasta. Terveysalan opettajien näyttöön perustuvan toiminnan osaaminen oli sosiaalialan ja yhdistettyjen alojen opettajia parempi. Sosiaalialan opettajien substanssi- ja opetussuunnitelmaosaaminen sekä verkosto- ja yhteiskunnallinen osaaminen olivat terveysalan opettajien osaamista vahvempia. Yhdistettyjen alojen opettajien opiskelijalähtöinen pedagoginen sekä verkosto- ja yhteiskunnallinen osaaminen oli ter veysalan opettajien osaamista parempi. Ammattikorkeakoulujen opettajien osaaminen oli ammatillisten oppilaitosten opettajien osaamista parempi opiskelijalähtöisen pedagogiikan, yhteisöllisen digipedagogiikan, kulttuurisen osaamisen, johtamis- ja hallinnollisen sekä näyttöön perustuvan toiminnan osalta. Tuloksia voidaan hyödyntää ammattikorkeakoulujen ja ammatillisten oppilaitosten johtamisessa sekä soteku-alan perus- ja täydennyskoulutuksessa.Abstract The purpose of the study was to describe the competence of social-, health care, and rehabilitation educators based on their evaluations. Differences between educational organizations and work organizations in the competencies of educators were also investigated. The study was part of the ”Competence educators together!” TerOpe project which was funded by the Ministry of Education and Culture in Finland. The target group consisted of educators from 21 universities of applied sciences and seven vocational institutes (n=422). The data was collected with a HeSoEduCo instrument (1–4 Likert scale) in the autumn of 2018 by the team of TerOpe project. The instrument measured educators’ self-assessed competence in eight areas of competence. The data were analyzed using statistical methods. Educators evaluated their competence at a good level. The highest competence consisted of mentoring students into professional development competence and the lowest of competence of digital collaborative learning. The evidence-based competence of health care educators was better than the competence of social care and combined fields’ educators. Subject and curriculum competence, as well as collaboration and societal competence of social care educators, were higher than those of health care educators. The student-centered pedagogy, collaboration, and societal competencies of the educators of the combined fields were better than those of the health care educators. Competence of universities of applied sciences educators was higher than those of vocational college’ educators in terms of student-centered pedagogy, digital collaborative learning, culture, leadership and management, and evidence-based practice competence. The results can be used in the management of the university of applied sciences and vocational colleges, as well as in basic and continues education in the social-, health care, and rehabilitation fields