The influence of digital learning on health sciences students' competence development– A qualitative study

Pramila‐Savukoski, Sari; Kärnä, Raila; Kuivila, Heli‐Maria; Juntunen, Jonna; Koskenranta, Miro; Oikarainen, Ashlee; Mikkonen, Kristina

doi:10.1016/j.nedt.2022.105635

Cited by 5 publications

(7 citation statements)

References 18 publications

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“…European Union (2017), Grunberg et al (2018), Heinen et al (2019), Pramila-Savukoski et al (2022 Competence in ethics and culture Competence in ethics and culture can be described as moral reasoning, including cultural sensitivity, knowledge and awareness of cultural differences, values and self-reflection about which factors facilitate (or hinder) equitable and sustainable healthcare. Healthcare experts should base their decision-making on ethical principles.…”

Section: Health Sciences Competencementioning

confidence: 99%

“…Healthcare experts should base their decision-making on ethical principles. Henderson et al (2018), Nyholm et al (2018), Oikarainen et al (2019), Pramila-Savukoski et al (2022 Competence in continuous learning Competence in continuous learning can be described a professional's understanding that they can continuously develop their skills to meet the needs of the world of work, for example, by pursuing further qualifications.…”

Section: Health Sciences Competencementioning

confidence: 99%

“…To provide evidence-based healthcare, a healthcare professional must understand the importance of generating, synthesising, transferring and implementing evidence-based knowledge in collaboration (Jordan et al, 2019;Pramila-Savukoski et al, 2022). However, the competence of extensive health sciences knowledge, which included using evidence-based knowledge in the planning, monitoring and evaluation of a task, was not widely identified from the observations (Nyholm et al, 2018).…”

Section: Students' Self-evaluations Of Competencementioning

confidence: 99%

“…Healthcare experts, including clinical nurse specialists and nursing directors, should be capable of applying evidence‐based nursing concepts and nursing science and health management theories. These skills are relevant when developing healthcare systems and patient care practices (Jokiniemi et al, 2015; Pramila‐Savukoski et al, 2022). Competence in collaboration and communication is a required working life and describes a professional's ability to express ideas and enhance healthcare (Choi et al, 2018; EU, 2017; Organisation for Economic Co‐operation and Development, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, healthcare workers are expected to possess competence to use technology and digitalisation to enhance healthcare and collaboration (Konttila et al, 2019; WHO, 2016). This is relevant because collaboration and networking have been identified to be essential competence areas in health sciences (Hartviksen et al, 2019; Pramila‐Savukoski et al, 2022). Competence in analytical thinking and problem‐solving encompasses how professionals deal with problems and use cognitive and analytical skills during clinical reasoning and decision‐making.…”

Section: Introductionmentioning

confidence: 99%

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Competence development in collaborative hybrid learning among health sciences students: A quasi‐experimental mixed‐method study

Pramila‐Savukoski

Kärnä

Kuivila

et al. 2023

Computer Assisted Learning

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BackgroundHealth sciences education prepares students for social‐ and healthcare by developing evidence‐based nursing, leadership and working life skills, including collaboration. Due to the changes caused by the global pandemic, health sciences education has shifted more to online and hybrid contexts, which can challenge students' competence development. Students' competence development and interaction in collaborative hybrid learning is a little researched area.ObjectivesTo observe and evaluate health sciences students' competence development in a collaborative hybrid learning context.MethodsThis quasi‐experimental mixed‐method study was implemented by providing educational intervention. First‐year Bachelor's degree health sciences students (n = 18) of a Finnish university completed an educational intervention with synchronous online and face‐to‐face learning. Students' collaborative hybrid learning and interaction were video observed, while self‐evaluation of competence development was made with a questionnaire.ResultsIn the collaborative interactions, the students showed analytical thinking, problem‐ solving and communication and technology skills. Extensive knowledge of health sciences and ethics skills was not strongly visible in interaction. The students effectively used collaborative work time to perform tasks. Cognitive interaction (monitoring and evaluating learning) was observed in 85% and socio‐emotional interaction (expressions of emotions and motivation) in 53% of the data. Related to the students' learning results, the students' ability to communicate and interact with culturally different people improved after the educational intervention.ConclusionCollaborative learning methods in hybrid learning can create opportunities for students to construct their competence in interaction. Attention should be paid to different areas of competence and the role of socio‐emotional interaction.

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Section: Health Sciences Competencementioning

confidence: 99%