Collegiality among social- and health care educators in higher education or vocational institutions: A mixed-method systematic review

Koskenranta, Miro; Kuivila, Heli‐Maria; Männistö, Merja; Kääriäinen, Maria; Mikkonen, Kristina

doi:10.1016/j.nedt.2022.105389

Cited by 6 publications

(11 citation statements)

References 30 publications

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“…The competences of a nurse educator help to foster learning and academic success through the adoption of evidence-based practice, curricular development, honing interpersonal skills, legal and ethical values and striving towards nursing education success (WHO, 2016). These competences are not only essential for successfully implementing nursing education, building interprofessional collaboration and fostering collegiality (Koskenranta et al, 2022) but also for supporting culturally and linguistically diverse nurses' transition to work life and integration into the work environment (McKitterick et al, 2021).…”

Section: Reportingmentioning

confidence: 99%

“…This support is part of the nurse educator's role in preparing competent nurses for the demands of a diverse society and workplace (Koskenranta et al, 2022).…”

Section: Backg Rou N Dmentioning

confidence: 99%

“…In addition to formal and informal integration support strategies (Kamau et al, 2022; McKitterick et al, 2021), nurse educator support has been cited as essential to preparing and supporting nursing graduates' integration into care environments (Salminen et al, 2021). This support is part of the nurse educator's role in preparing competent nurses for the demands of a diverse society and workplace (Koskenranta et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

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Nurse educators' views of integrating culturally and linguistically diverse future registered nurses into healthcare settings: A qualitative descriptive study

Kamau

Oikarainen

Juntunen

et al. 2023

Journal of Advanced Nursing

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AimTo describe nurse educators' views of how culturally and linguistically diverse future registered nurses are integrated into healthcare settings.DesignA qualitative descriptive design was adopted.ParticipantsA total of 20 nurse educators were recruited from three higher education institutions in Finland.MethodsParticipants were recruited in the spring of 2021 through snowball sampling. Individual semi‐structured interviews were held and recorded. The collected data were analysed using inductive content analysis.ResultsThe performed content analysis identified a total of 534 meaning units from the data, which were categorized into 343 open codes and 29 sub‐categories. Furthermore, nine categories were identified and categorized into three main categories. The first main category was pre‐graduation and represented a time point during which educators experienced early integration, nurse educator support and cooperation with stakeholders. The second main category was integration strategies into healthcare settings, which included workplace strategies, language competence and individual competencies and attributes. The third main category was the post‐graduation experience, during which educators reported organizational readiness, migration and efficacy of the integrational model.ConclusionsThe results revealed a need for increased resources linked to how nurse educators support the integration of culturally and linguistically diverse future registered nurses. Moreover, a nurse educator's presence during the last clinical placement, early transition and integration was found to exert a significant effect on the smooth integration of culturally and linguistically diverse future nurses.ImpactThis study establishes the need to enhance stakeholder cooperation between universities and other organizations towards supporting the integration process. Maximizing nurse educators' support during the final clinical practice, early transition and post‐graduation allows for successful integration and intention to stay.Reporting MethodThis study was reported according to the Standards for Reporting Qualitative Research (SRQR).Patient or Public ParticipationParticipating educators shared their experiences of culturally and linguistically diverse future nurses' integration.

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Section: Reportingmentioning

confidence: 99%

“…This support is part of the nurse educator's role in preparing competent nurses for the demands of a diverse society and workplace (Koskenranta et al, 2022).…”

Section: Backg Rou N Dmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Nurse educators' views of integrating culturally and linguistically diverse future registered nurses into healthcare settings: A qualitative descriptive study

Kamau

Oikarainen

Juntunen

et al. 2023

Journal of Advanced Nursing

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“…Transitions from institutions (3 years of education) to university are possible. A knowledge of chemistry, physics, and other subjects taught in school is sufficient to enter the 1st year (Koskenranta et al, 2022). University education is somewhat different in European practice.…”

Section: Research Focusmentioning

confidence: 99%

Problems and challenges of future medical education: current state and development prospects

2022

FeD

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The system of medical education has demonstrated varying degrees of effectiveness around the world. Two approaches are dominant - the traditional approach, which consists of students acquiring knowledge, and the innovative approach, which implies a greater role of practical training. The traditional approach dominates in Asian countries, Russia, and Ukraine. The innovative approach is actively implemented in Western countries (USA, European Union). The study aimed to analyze the level of medical education among the most effective systems. For this purpose, 703 articles were analyzed, 41 of which formed the basis of this study. The most effective systems turned out to be French and Canadian. Within the education of these systems, the duration of education can be reduced to 3 years without losing the quality of education. The features of the innovative system of medical education are the selection of applicants, the duration and structure of the educational program, the methods of teaching medical disciplines. This result is possible due to the application of the small group effect with an emphasis on individual search, interpretation of information, and its application in practice. An important factor is that learning to practice begins in the first year. With the help of the test system, students' knowledge is regularly monitored and the opportunity to work in polyclinics as well as with real patients is provided. Based on the information analyzed, we recommend applying the basics of medical education in Canada to students in Pakistan. Certainly, it will help to achieve practical results in a short period of time.

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“…To equalize the differences in learning and cognitive abilities of vocational education students, some scholars have developed vocational education student development systems that aim to balance learning ability differences through skill acquisition for student ability prediction in employment rates [23,24]. ere are also researchers who have developed studies from students' family backgrounds, which provide great value for vocational education development based on students' family social status, family financial resources, family education, and family cohesion [25]. In addition, the development of students from different family backgrounds in the vocational education system strictly limits the development of student's abilities and indirectly predicts their future employment and development potential [26].…”

Section: Related Workmentioning

confidence: 99%

Big Data Analysis Model for Vocational Education Employment Rate Prediction

Wang¹

2022

Scientific Programming

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Vocational education is an important means to promote the development of the national manufacturing industry. To correctly grasp the relationship between vocational education and the labor market, we start with the quality of vocational education and employment rate and study the interconnection between them. To this end, we propose a vocational education employment rate prediction method based on a big data model and build a vocational education quality assessment and employment rate prediction system. We draw on the big data cross-learning model to improve the model hyperparameters by using generalized intersection sets on the joint loss function to compensate for the shortcomings of dense vocational education datasets. We use the GSA algorithm to enhance the local features of different vocational education quality assessment index data series. To scientifically assess the recognition of vocational education, we evaluate the vocational education assessment indexes at the student level and the parent level to verify the reliability of the experiment. The experimental results prove that our method performs best in the prediction accuracy of vocational education quality assessment indicators, and the prediction accuracy rate stays above 91%. In the prediction of vocational education employment rate, the difference between the predicted and actual values of our method is the smallest, and the difference stays within 1%. Compared with other big data models, our method has higher prediction accuracy and better robustness.

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Collegiality among social- and health care educators in higher education or vocational institutions: A mixed-method systematic review

Cited by 6 publications

References 30 publications

Nurse educators' views of integrating culturally and linguistically diverse future registered nurses into healthcare settings: A qualitative descriptive study

Nurse educators' views of integrating culturally and linguistically diverse future registered nurses into healthcare settings: A qualitative descriptive study

Problems and challenges of future medical education: current state and development prospects

Big Data Analysis Model for Vocational Education Employment Rate Prediction

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