Development and testing of the Educators' Professional Development scale (EduProDe) for the assessment of social and health care educators' continuing professional development

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

“…The scale's purpose is to determine how professional development is conducted. The items were analysed using exploratory factor analysis, and the final EduProDe scale contains background questions and 22 items grouped into six factors: educators' needs to develop pedagogical competence (seven items), educators' needs to manage challenging situations in teaching (three items), educators' needs to develop their subject competence (three items), leadership of educators' competence (three items), educators' self‐directed learning (three items) and benefits of professional development (three items) (Koskimäki, 2021). The respondents evaluated the items using a 4‐point Likert scale where scores of 1 and 4 indicate complete disagreement and complete agreement, respectively.…”

“…The respondents evaluated the items using a 4‐point Likert scale where scores of 1 and 4 indicate complete disagreement and complete agreement, respectively. The content and construct validity of the EduProDe scale was tested (and separately reported) using the data gathered in this work using exploratory factor analysis (Koskimäki et al., 2021). The Cronbach's alpha varied between 0.70 and 0.89.…”

Social, health and rehabilitation sector educators’ competence in evidence‐based practice: A cross‐sectional study

“…The invitation was sent once, with four reminders issued at two‐week intervals. The electronic survey included background items and instruments related to EBP competence (reported in this study), an educators' competence instrument (HeSoEduCo, Männistö et al, 2020 ), the Digital Collaborative Learning instrument (Männistö et al., 2020 ) and an educators´ continuing professional development scale (EduProDe, Koskimäki et al., 2020 ). This study reports the EBP competencies that are relevant for the purpose and research questions of this study.…”

An integrative review of the continuing professional development needs for nurse educators

“…(1) high motivation for mentoring (2) importance of constructing the relationship (3) establishing safe boundaries (4) managing expectations Koskimäki et al (2021Koskimäki et al ( , 2022. Finland…”

“…Similarly, continuing professional development is considered an obligation in some countries, whereas in other countries it is merely recommended (Bullin, 2018;Grassley et al, 2020;Mikkonen et al, 2021). Apart from being an obligation, continuing professional development is also a part of the empowerment of nurse educators through increased motivation, engagement, and autonomy (Koskimäki et al, 2021(Koskimäki et al, , 2022. Mentoring, as a form of continuous learning, has shown to be beneficial for job satisfaction, for both mentors and mentees (Arian et al, 2018).…”