The purpose of this study is to gain understanding of nurses' expectations of their roles in systematic patient education in psychiatric inpatient care. Qualitative design was used in the study. The data were collected through interviews with nurses participating in the implementation of systematic patient education (information technology (IT) based patient education n= 14, or conventional patient education n= 16). The data were analysed using inductive content analysis. The analysis showed that nurses had different roles in both IT-based and conventional patient education. Nurses acted as learners, advisors, collaborators, teachers or limiters. The nurses tailored the role in each session according to the patients' interest and mental status. We can conclude that nurses working in psychiatric hospitals have different roles in systematic patient education and they are ready and willing to tailor their roles according to patients' individual needs. Information technology should be adopted without delay as a new treatment method in daily practice in psychiatric services. It has potential to support equality between patient and nurse in secluded environments.

One key question in higher education is how it can produce relevant work life outcomes. The significance of interprofessional collaboration in the fields of social care (S), health care (H) and education (E) has been clearly identified, but there is a lack of research regarding the collaboration of these disciplines in higher education. This integrative literature review explores what education-related interdisciplinary collaboration exists among the SHE disciplines in higher education. This review is the first attempt to synthesise this knowledge. The collaboration among the SHE disciplines in higher education is implemented in arranging, evaluating and developing interprofessional education, and with work life; however, this collaboration is rare. When it exists, it does not inclusively bring together faculty members and work life. The higher education of SHE disciplines need to be planned, conducted and evaluated in interdisciplinary collaboration to better correspond to genuine interprofessional work life situations.

Asiantuntijuus ja asiantuntijatyö on perinteisesti liitetty spesifeihin ammattialoihin ja professionaalisuuteen. Teknologian lisääntyvä käyttö asiantuntijatyössä kuitenkin muuttaa asiantuntijuuden ilmenemistä ja sen rajoja. Tässä artikkelissa tarkastelen yliopisto-opettajien ja opiskelijoiden haastattelupuheesta sitä, miten asiantuntijuutta tuotetaan erilaisten puhetapojen avulla ja miten asiantuntijuutta jaetaan, kun sosiaalityöntekijäopiskelijoiden kandidaatintyön ohjaus tapahtuu verkon välityksellä. Asiantuntijuuden käsitteen jaoin kolmeen eri osa-alueeseen: teknologiseen, sisällölliseen sekä tieteelliseen asiantuntijuuteen. Analysoin aineistoa sisällön analyysin ja diskurssianalyyttisen otteen avulla. Kolmella tutkimallani asiantuntijuuden osa-alueella esiintyi opettajien ja opiskelijoiden puheessa neljä erilaista puhetapaa, joilla asiantuntijuutta tuotettiin ja jaettiin. Puhetavat nimesin 1) ikädiskurssiksi 2) opettajuusdiskurssiksi 3) työkokemusdiskurssiksi ja 4) kokemattomuusdiskurssiksi. Tutkimukseni osoitti, että näiden diskurssien kautta jaettiin opettajien ja opiskelijoiden kesken teknologista ja sisällöllistä asiantuntijuutta. Tieteellinen asiantuntijuus jäi puhetavoissa jakamattomaksi vain opettajille kuuluvaksi asiantuntijuuden osa-alueeksi.

During a pandemic, it is imperative that all staff members have up-to-date information on changing work practices in the healthcare environment. This article presents a way to implement work environment orientation amongst different groups in care facilities by utilizing mobile robots, radio frequency identification (RFID) technologies, and data synthesis. We offer a scenario based on a co-design approach, in which a mobile robot works as an orientation guide for new employees, RFID tags are applied on objects around the premises and people’s clothing. The mobile robot takes advantage of the information provided by its known location and each RFID tag read by the RFID reader integrated with the robot. We introduce the scenario here, along with the details of its practical test implementation. Further, the challenges met in the test implementation are discussed as well as the future potential of its application. In conclusion, our study indicates that repetitive training and orientation-related duties can be successfully transferred to a mobile robot. Through RFID, the mobile robot can deliver the relevant information to the right people and thus contribute to patient and personnel safety and the resource efficiency of the orientation process.