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

Johanna Halvari; Kristina Mikkonen; Maria Kääriäinen; Heli Kuivila; Arja Holopainen; Kati Immonen; Meeri Koivula; Camilla Koskinen; Tuulikki Sjögren; Helvi Kyngäs; Anna Maria Tuomikoski

doi:10.1002/nop2.1035

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

Johanna Halvari
, Kristina Mikkonen^*
, Maria Kääriäinen
, Heli Kuivila
, Arja Holopainen
, Kati Immonen
, Meeri Koivula
, Camilla Koskinen
, Tuulikki Sjögren
, Helvi Kyngäs
, Anna Maria Tuomikoski

^*Corresponding author for this work

Health Sciences

Research output: Contribution to journal › Article › Scientific › peer-review

5 Citations (Scopus)

Abstract

Aim: The purpose of the study was to identify and describe the characteristic profiles of evidence-based practice competence of educators in the social, health and rehabilitation sectors and to establish relevant background factors. Design: This study was carried out as a descriptive cross-sectional study. Methods: Data were collected from social, health and rehabilitation sector educators working in the 21 Finnish universities of applied sciences and seven vocational colleges (n = 422; N = 2,330). A self-assessment instrument measuring evidence-based practice competence was used. Competence profiles were formed using a K-cluster grouping analysis. Results: Three distinct competence profiles were identified and delineated. Most educators feel that they can guide students' critical thinking and are able to seek and produce scientific knowledge. Evidence-based practice competence was explained by background factors such as year of graduation (for higher degree), level of education, job title, current employer and current field of work.

Original language	English
Pages (from-to)	3222-3231
Number of pages	10
Journal	Nursing Open
Volume	8
Issue number	6
DOIs	https://doi.org/10.1002/nop2.1035
Publication status	Published - Nov 2021
MoE publication type	A1 Journal article-refereed

Funding

This study was funded by the Ministry of Education and Culture, Finland The reported research is part of the TerOpe project funded by the Finnish Ministry of Education and Culture. We would like to thank the Ministry for providing us with the opportunity to research and extend knowledge of teacher competence. We would also like to express our great appreciation to the research assistants who participated in data collection during this study. Finally, we would like to acknowledge Sees‐Editing Ltd service for improving the language and helping us to communicate our findings to readers of the journal.

Keywords

competence
educator
evidence-based practice
health care
rehabilitation
social care

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10.1002/nop2.1035

Cite this

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title = "Social, health and rehabilitation sector educators{\textquoteright} competence in evidence-based practice: A cross-sectional study",

abstract = "Aim: The purpose of the study was to identify and describe the characteristic profiles of evidence-based practice competence of educators in the social, health and rehabilitation sectors and to establish relevant background factors. Design: This study was carried out as a descriptive cross-sectional study. Methods: Data were collected from social, health and rehabilitation sector educators working in the 21 Finnish universities of applied sciences and seven vocational colleges (n = 422; N = 2,330). A self-assessment instrument measuring evidence-based practice competence was used. Competence profiles were formed using a K-cluster grouping analysis. Results: Three distinct competence profiles were identified and delineated. Most educators feel that they can guide students' critical thinking and are able to seek and produce scientific knowledge. Evidence-based practice competence was explained by background factors such as year of graduation (for higher degree), level of education, job title, current employer and current field of work.",

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author = "Johanna Halvari and Kristina Mikkonen and Maria K{\"a}{\"a}ri{\"a}inen and Heli Kuivila and Arja Holopainen and Kati Immonen and Meeri Koivula and Camilla Koskinen and Tuulikki Sj{\"o}gren and Helvi Kyng{\"a}s and Tuomikoski, \{Anna Maria\}",

note = "Funding Information: This study was funded by the Ministry of Education and Culture, Finland Funding Information: The reported research is part of the TerOpe project funded by the Finnish Ministry of Education and Culture. We would like to thank the Ministry for providing us with the opportunity to research and extend knowledge of teacher competence. We would also like to express our great appreciation to the research assistants who participated in data collection during this study. Finally, we would like to acknowledge Sees‐Editing Ltd service for improving the language and helping us to communicate our findings to readers of the journal. Publisher Copyright: {\textcopyright} 2021 The Authors. Nursing Open published by John Wiley \& Sons Ltd.",

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volume = "8",

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AU - Halvari, Johanna

AU - Mikkonen, Kristina

AU - Kääriäinen, Maria

AU - Kuivila, Heli

AU - Holopainen, Arja

AU - Immonen, Kati

AU - Koivula, Meeri

AU - Koskinen, Camilla

AU - Sjögren, Tuulikki

AU - Kyngäs, Helvi

AU - Tuomikoski, Anna Maria

N1 - Funding Information: This study was funded by the Ministry of Education and Culture, Finland Funding Information: The reported research is part of the TerOpe project funded by the Finnish Ministry of Education and Culture. We would like to thank the Ministry for providing us with the opportunity to research and extend knowledge of teacher competence. We would also like to express our great appreciation to the research assistants who participated in data collection during this study. Finally, we would like to acknowledge Sees‐Editing Ltd service for improving the language and helping us to communicate our findings to readers of the journal. Publisher Copyright: © 2021 The Authors. Nursing Open published by John Wiley & Sons Ltd.

PY - 2021/11

Y1 - 2021/11

N2 - Aim: The purpose of the study was to identify and describe the characteristic profiles of evidence-based practice competence of educators in the social, health and rehabilitation sectors and to establish relevant background factors. Design: This study was carried out as a descriptive cross-sectional study. Methods: Data were collected from social, health and rehabilitation sector educators working in the 21 Finnish universities of applied sciences and seven vocational colleges (n = 422; N = 2,330). A self-assessment instrument measuring evidence-based practice competence was used. Competence profiles were formed using a K-cluster grouping analysis. Results: Three distinct competence profiles were identified and delineated. Most educators feel that they can guide students' critical thinking and are able to seek and produce scientific knowledge. Evidence-based practice competence was explained by background factors such as year of graduation (for higher degree), level of education, job title, current employer and current field of work.

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KW - rehabilitation

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ER -

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

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