Adherence to treatment of female patients with coronary heart disease after a percutaneous coronary intervention

Abstract Background: Adherence to treatment is a cornerstone regarding progression of coronary heart disease, which is the most common cause of death among females. Coronary heart disease in women has special characteristics: the conventional risk factors are more harmful to females than males, accumulation of risk factors is common, and the female gender is related to nontraditional risk factors such as gestational diabetes and preeclampsia. Additionally, worse outcomes, higher incidence of death, and complications after percutaneous coronary intervention have been reported more often among females than among male patients. Objective: To test a model of adherence to treatment among female patients with coronary heart disease after a percutaneous coronary intervention. Methods: A cross-sectional, descriptive and explanatory survey was conducted in 2013 with 416 CHD patients, of which 102 female patients were included in this sub-study. Self-reported instruments were used to assess female patient adherence to treatment. Data were analyzed using descriptive statistics and a structural equation model. Results: Motivation was the strongest predictor for female patients’ perceived adherence to treatment. Informational support, physician support, perceived health, and physical activity were indirectly, but significantly, associated with perceived adherence to treatment via motivation. Furthermore, physical activity was positively associated with perceived health, while anxiety and depression were negatively associated with it. Conlusions: Secondary prevention programs and patient education have to take into account individual or unique differences. It is important to pay attention to issues that are known to contribute to motivation rather than to reply on education alone to improve adherence

Support from next of kin and nurses are significant predictors of long-term adherence to treatment in post-PCI patients

Abstract Background: Adherence to treatment is a crucial factor in preventing the progression of coronary heart disease. More evidence of the predictors of long-term adherence is needed. Aims: The purpose of this study was to identify the predictive factors of adherence to treatment six years after percutaneous coronary intervention. Methods: Baseline data (n=416) was collected in 2013 and follow-up data in 2019 (n=169) at two university hospitals and three central hospitals in Finland. The self-reported Adherence of Patients with Chronic Disease Instrument was used. Data were analysed using descriptive statistics and binary logistic regression analysis. Results: The respondents reported higher adherence to a healthy lifestyle six years after percutaneous coronary intervention in comparison to four months post-percutaneous coronary intervention; adherence was seen in their healthy behaviour, such as decreased smoking and reduced alcohol consumption. Participating in regular follow-up control predicted adherence. Support from next of kin predicted physical activity and normal cholesterol levels; this outcome was associated with close relationships, which also predicted willingness to be responsible for treatment adherence. Women perceived lower support from nurses and physicians, and they had more fear of complications. Fear was more common among respondents with a longer duration of coronary heart disease. Physical activity and male gender were associated with perceived results of care. Conclusion: Support from next of kin, nurses and physicians, results of care, responsibility, fear of complication and continuum of care predicted adherence to treatment in long term. These issues should be emphasised among women, patients without a close relationship, physically inactive and those with a longer duration of coronary heart disease

Digital learning interventions in higher education:a scoping review

Abstract This scoping review was undertaken to synthesize and describe research related to digital learning interventions in higher education, focusing on technological outcomes. Five electronic databases were searched, and 86 articles were included in the review. The data related to positive and negative technological outcomes and authors’ suggestions were analyzed using inductive content analysis. The articles represented six disciplines across six continents and included quantitative (n = 65), qualitative (n = 3), and mixed-methods (n = 18) intervention studies. For positive technological outcomes, digital formats of learning were considered effective and participatory forms of learning in a majority of the articles. The students appreciated individualized and self-paced learning, and the digital form increased their motivation to learn. Automatized technical solutions that enabled learning and teaching had several advantages, and digital learning was believed to save the resources of students, teachers, and organizations. For negative technological outcomes, the technical difficulties in using the digital devices or platforms were described the most, and a need for resources was identified. Feedback from teachers was considered important from positive and negative viewpoints. Authors’ suggestions for future digital teaching and learning as well as related interventions consisted of various activities, resources, environments, and methods

The appearance of digital competence in the work of health sciences educators:a cross-sectional study

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

Health and social care educators’ competence in digital collaborative learning:a cross-sectional survey

Abstract The ongoing change from traditional pedagogy to digital collaborative learning requires a new mode of teaching, learning, and educators’ responsibilities. For competence in digitally mediated teaching, educators need understanding of how to provide appropriate digital environment to learn collectively and individually. The aim of this study was to describe and explore health and social care educators’ perceptions of their current level of competence in digital collaborative learning and identify distinct educators’ profiles. Data were collected via cross-sectional survey from educators in 21 universities of applied science and eight vocational colleges in Finland using an instrument covering two subdimensions: educators’ competence in fostering construction of knowledge in digital collaborative learning, and supporting students in individualized collaborative learning. The data were analyzed by statistical methods. Three significantly differing clusters of educators’ profiles were identified, and a significant association between type of current work organization and their self-reported competence in digital collaborative learning was found. The vocational college educators rated their competence in fostering construction of knowledge in digital collaborative learning as significantly lower than higher education educators. There were also remarkable differences in competence in supporting students’ individual collaborative learning. To provide such support, sufficient competence in teaching in digital learning environment is essential, and our study highlights clear needs to enhance this competence

Enhancing social and health care educators’ competence in digital pedagogy:a pilot study of educational intervention

Abstract The purpose of this pilot study was to explore connection of an educational intervention on the competence of health care educators and educator candidates (n=11) in digital pedagogy as a part of national TerOpe project. An educational intervention, Basics of Digital Pedagogy was developed by the TerOpe project’s experts. The participating educators and educator candidates of the educational intervention were recruited from the universities and university of applied sciences, which were involved in TerOpe project. All the participants of the educational interventions were invited to take part in this study. The educational intervention was conducted during spring 2019. Pre- and post-tests were implemented digitally by using an Educators’ and Educator Candidates’ Competence in Digital Pedagogy self-assessment instrument (OODI), which was developed for this study. The OODI includes 32 items divided in six digital competence areas professional engagement, digital resources, teaching and learning, assessment, empowering learners and facilitating learners’ digital competence. The data was analysed statistically. The self-assessed level of overall competence in digital pedagogy and competence in all competence areas of digital pedagogy increased statistically significantly during the intervention. The educational intervention used in this study seems to increase educators’ self-assessed competence in digital pedagogy. We recommend that all educators be encouraged to conduct continuous education on the basics of digital pedagogy

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

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

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