探讨健康和社会护理教育工作者之间的专业发展观:通过集群分析进行横截面研究
Minna Koskimäki1, Heli-Maria Kuivila2, Sari Pramila-Savukoski2
1Faculty of social sciences, Nursing science/ Health sciences, Tampere university, Tampere, Finland.
芬兰的卫生和社会护理教育工作者分为三个专业发展类型:受支持的学习者,需要支持的学习者和自主学习者. 针对这些不同需求进行持续的专业发展对于有效的教育提供至关重要.
科学领域:
- 教育教育教育教育教育教育.
- 医疗保健专业发展
- 成人学习 成人学习
背景情况:
- 卫生和社会保健部门面临着人口老龄化和复杂的客户需求等挑战.
- 数字化和专业间的工作方法需要高能力和创新的专业人士.
- 有效的教育工作者专业发展对于高质量的教育至关重要.
研究的目的:
- 评估芬兰教育工作者对持续专业发展的看法.
- 在教育工作者的能力发展中识别不同的个人资料.
主要方法:
- 对422名健康和社会教育教育工作者的横截面调查数据的二次分析.
- 使用EduProDe尺度进行数据收集.
- 雇员K-意味着对个人资料进行集群识别.
主要成果:
- 出现了三种不同的教育者个人资料:体验持续学习的支持 (A),需要持续学习的支持 (B) 和自主学习者 (C).
- 根据EduProDe尺度,在这些个人资料中观察到显著的差异.
结论:
- 卫生和社会护理教育工作者代表不同的学习群体.
- 个人特征 (教育,工作领域) 应该为专业发展规划提供信息.
- 结果支持从上级加强持续学习支持和组织考虑学习需求之外的因素.
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