Additional education in culture and language for students and clinical staff is considered essential to improve the clinical learning experiences of culturally and linguistically diverse healthcare students. Further studies of culturally and linguistically diverse healthcare students' learning experiences in the clinical environment need to be conducted in order to examine influential aspects on the clinical learning found in the review.

Scand J Caring Sci; 2020; 34: 280-292 Digital collaborative learning in nursing education: a systematic review laborative learning environments in various nursing courses is recommended.

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.

provided a statement (12.12.2017) that the planned research was ethically acceptable.

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Aims: This study aimed to explore nursing and midwifery students' evaluation of the clinical learning environment and mentoring and to identify distinct student profiles relating to their perceptions.Design: This study employed a cross-sectional design. Settings:The study population included nursing and midwifery students in a university hospital in Finland.Participants: All nursing and midwifery students who completed their clinical placement were invited to take part in the study in the academic year 2017-2018. Methods:The data (N=2609) were gathered through an online survey using the Clinical Learning Environment, Supervision and Nurse Teacher scale. The data were analyzed using a K-mean cluster algorithm to identify nursing and midwifery students' profiles. Results:The findings from this study indicate four distinct profiles (A, B, C and D) of nursing and midwifery students in relation to the clinical learning environment and mentoring. Profile A (N=1352) students evaluated their clinical learning environment and mentoring to the highest level (mean varied from 9.44 to 8.38); and Profile D (N=151)-to the lowest (mean varied from 5.93 to 4.00). Conclusion:The findings highlight that nursing and midwifery students evaluate their clinical learning environment and mentoring more highly when: they have a named mentor, student and mentor discuss learning goals, there is a final assessment in clinical learning, the mentor's guidance skills support student learning, the clinical learning supports the student's Accepted ArticleThis article is protected by copyright. All rights reserved professional development and pre-clinical teaching in an educational institution supports learning in the clinical placement. Impact: Clinical learning plays an important role in nurse and midwifery education.Mentoring of clinical practice was shown to have a great influence on students' perceptions of their success in clinical learning. We suggest that clinical practice should be strengthened by the building of collaboration between nursing teachers and registered nurses.

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Acknowledgement:We would like to acknowledge Sees-Editing Ltd (http://www.seesediting.co.uk) service for improving the language and helping us to communicate our findings to readers of the Journal. AbstractCollaborative digital learning is becoming increasingly popular in higher education. However, the use of collaborative digital learning does risk placing too big a responsibility on the learner and reducing face-to-face interaction with the educator. The aim of this quasi-experimental study was to evaluate the effects of digital educational intervention on collaborative learning in nursing education.The intervention group (n=87) studied using collaborative digital learning environment and the control group (n=38) studied in the traditional classroom setting. There were no significant differences between the groups in terms of student satisfaction. However, the students' satisfaction of studying decreased in the intervention group after completion of the course. In the intervention group students had higher satisfaction in the area of promoting collaborative group work and received statistically significant higher grades in the final course evaluation. This study emphasizes that collaborative digital learning can be an effective approach in nursing education in terms of learning outcomes. It also shows that more study is needed on the role of the teacher in collaborative digital nursing education.