Faculty of Social Sciences, Nursing Science/Health Sciences, Tampere University, Tampere, Finland.
Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland.
Health Soc Care Community. 2022 Jul;30(4):1433-1441. doi: 10.1111/hsc.13473. Epub 2021 Jun 17.
The objective of this work was to develop and test an empirical model of social and healthcare educators' continuing professional development. A cross-sectional survey study design was adopted, and a total of 422 part-time and full-time social and healthcare educators from 28 universities of applied sciences and vocational schools in different regions of Finland participated. Data were collected from October to December in 2018. The participants taught in the fields of healthcare, social services, and rehabilitation. The questionnaire included the EduProDe scale and background questions. Confirmatory factor analysis and structural equation modelling were used to develop the model, and its quality was assessed by computing goodness of fit indexes. The main finding was that when educators understand the benefits of continuing professional development, they will recognise their developmental needs and proactively seek support from their superiors. The results obtained provide insight into the preconditions for professional development and offer guidance for the design of future shared development programmes or activities for social and healthcare educators.
本研究旨在开发和检验社会与医疗保健教育者持续专业发展的经验模型。采用横断面调查研究设计，共有来自芬兰不同地区的 28 所应用科学大学和职业学校的 422 名兼职和全职社会与医疗保健教育者参与。数据收集于 2018 年 10 月至 12 月。参与者教授的领域包括医疗保健、社会服务和康复。问卷包括 EduProDe 量表和背景问题。采用验证性因子分析和结构方程模型来开发模型，并通过计算拟合优度指数来评估其质量。主要发现是，当教育者了解持续专业发展的好处时，他们将认识到自己的发展需求，并主动寻求上级的支持。研究结果深入了解了专业发展的前提条件，并为未来社会与医疗保健教育者的共同发展计划或活动的设计提供了指导。
