Related Experiment Video
Updated: May 29, 2025
Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
Published on: December 9, 2022
Exploring professional development perceptions among health and social care educators: A cross-sectional study with
Minna Koskimäki1, Heli-Maria Kuivila2, Sari Pramila-Savukoski2
1Faculty of social sciences, Nursing science/ Health sciences, Tampere university, Tampere, Finland.
Aim:
This study aimed to evaluate Finnish educators' perceptions of their current level of continuing professional development and to identify distinct profiles in their competence development.
Background:
The current health and social care system faces multiple challenges, including aging populations, cultural diversity and increasingly complex client needs. To implement new digital and interprofessional working methods, professionals must be highly competent and innovative. Educators' professional development is crucial for delivering high-quality education.
Desing:
The study used secondary analysis of a cross-sectional survey.
Methods:
The initial study developed the EduProDe scale and the study sample comprised 422 educators in health and social education. IBM SPSS Statistics version 25.0 was used for secondary statistical analysis. Descriptive statistics were calculated and the different groups among educators were based on the subdimensions of the EduProDe scale. The continuing professional development profiles were described using groups identified by K-means clustering.
Results:
Based on educators´ responses to the EduProDe scale, they were clustered into three significantly different profiles: Experiencing Support for Continuous Learning (A), Needing Support for Continuous Learning (B) and Self-Directed Learners (C).
Conclusion:
The results show that health and social care educators are diverse learners. It's important to consider their individual characteristics, like education and work field, when planning professional development. In addition, the findings enhance the support for continuous learning from educators' superiors. Through this knowledge, organizations can consider factors beyond learning needs when planning professional development.
More Related Videos
11:29Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools
Published on: June 20, 2020
10:43Eye-tracking Technology and Data-mining Techniques used for a Behavioral Analysis of Adults engaged in Learning Processes
Published on: June 10, 2021
Related Concept Videos
01:20Cluster Sampling Method
To choose a cluster sample, divide the population into clusters (groups) and then randomly select some of the clusters. All the members from these clusters are in the cluster sample. For example, if you randomly sample four departments from your...
01:22The Professional Nurse
Communication skills: These are critical characteristics, especially speaking and listening.
01:24Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis
It is critical to determine the patient's learning needs during the assessment. Determination of learning needs compounds data...
02:16Surveys
01:03Data Validation
Nursing assessment guides are generally based on holistic models rather than medical...
01:26Levels of Health Promotion and Illness Prevention
In primary prevention, actions taken before disease onset prevent the disease from...