Social and healthcare staff’s self-reported simulation learning needs in small and middle-sized enterprises

Abstract

Objective: The study describes learning needs of social and healthcare staff in small and middle-sized enterprises, which participate in a simulation-based coaching project. The study aims at producing knowledge that can be used to develop the content of multiprofessional simulation-based coaching. Methods: Data were collected through an online survey using a questionnaire with quantitative and qualitative items. The qualitative data were analyzed using inductive content analysis and the statistical data using SPSS for Windows version 23. Results: The professional development needs of social and healthcare staff in small and middle-sized enterprises emerged in the following areas: the respondent's professional knowledge base; the respondent's professional skill base; multiprofessional collaboration; development of the business, and networking between enterprises. The staff recognized their need to develop both personally in the area of key competences, and collaboratively in the organization. Conclusions: The results will be used when planning multiprofessional simulation-based coaching for acute, recurrent and infrequent situations in small and middle-sized social and healthcare enterprises. Simulation pedagogy can also be used to prepare for various client and family counseling situations and to practice communication and interaction for interdisciplinary teamwork.

Development of Multiprofessional Simulation-based Education in South Ostrobothnia, Finland

“…Other learning needs involved the management of acute situations, coping with aggressive behaviour and the use of digital tools and information technology. The more detailed results have been described in articles published recently (Salminen-Tuomaala et al 2018, Salminen-Tuomaala et al 2019.…”

Health and social welfare professionals’ self-rated competence and feedback following a simulation-based coaching intervention in small and medium-sized enterprises

“…Research has shown that continuous professional development is important and that learning in the work environment is useful from the perspective of individuals and organizations alike. [1,2] It has been proposed that not only concrete, situation and workplace-specific, but also adaptable, trans-ferable learning can take place in workplaces, either through everyday activities or through organized workplace learning. Transferable and conceptual learning is thus not only confined to educational institutions.…”

“…[6] In the world of work, effective educational interventions are based on an assessment of learning needs, tailored to the needs of the organization and, if possible, carried out in the work context, in the organization's premises. [2,7] It has been suggested that besides attending to specific learning needs, the educators should look into the training culture, that is the meanings and values attributed to training in the organization. The individual, group, and organizational aspects of training culture may be different, and a clash may exist between employee and management perspectives.…”

“…The project started with visits to the enterprises, 20 regional companies representing social and health care industries, and with surveys on participants' self-reporting learning needs and competency levels, conducted in 2017. [2,10,28] Based on this work, a series of simulation-based coaching interventions was planned for the participants and pre-tested with mature nurse nursing degree students, who had a vocational qualification (e.g. practical nurse).…”

Social and healthcare personnel’s self-reported competence in small and medium-sized companies in preparation for simulation coaching

“…Many skills, such as interaction, collaboration and teamwork skills, may be best learnt through action-based methods. [23][24][25] Simulation pedagogy carried out with multiprofessional small groups can help participants understand each other's roles and responsibilities [26,27] and facilitate sharing good practices. At the heart of learning lies an evolving companionship, through which added value can be gained.…”