Research Unit of Health Sciences and Technology, University of Oulu, Oulu, Finland.
Department of Social services and Health Care, Jyvaskylä University of Applied Sciences, Jyväskylä, Finland.
Scand J Caring Sci. 2023 Sep;37(3):642-653. doi: 10.1111/scs.13145. Epub 2023 Jan 30.
The international mobility has increased cultural diversity in social- and health care. As such, ethical and cultural competence is an essential skill among educators. They are promoting the ethical and cultural competence and professional growth of students with diverse backgrounds and, therefore, must be ethically and culturally competent.
The aim of the study was to identify distinct ethical and cultural competence profiles of social- and health care educators and explore the associated factors.
A descriptive cross-sectional survey design was used to collect quantitative observational data in 2020-2021. Competence profiles were identified by K-means clustering based on answers to an instrument focussing on educators' ethical and cultural competence.
Participants (N = 1179, n = 243) were social- and health care educators based at 10 universities of applied sciences and 10 vocational colleges in Finland.
The research adhered to good scientific practice. A research permit was received from each educational institution that participated in the study. The privacy of the participants was protected throughout the study.
The analysis identified three profiles of educators (A, B, C) based on self-assessed ethical and cultural competence. Profile A educators demonstrated high scores across all three competence areas. Profile B educators had high scores for ethical knowledge and intermediate scores for other competence areas. Profile C educators demonstrated intermediate scores across all three competence areas. An educator's pedagogical education was found to significantly influence which profile they belonged to.
The educators generally evaluated their ethical and cultural competence highly. Educators understand the importance of professional ethics in their work, but they need additional support in developing ethics skills in their daily work. Among all educators, there is a need for developing international and culturally diverse collaboration.
国际流动增加了社会和医疗保健领域的文化多样性。因此，伦理和文化能力是教育者的一项基本技能。他们正在促进具有不同背景的学生的伦理和文化能力以及专业成长，因此，他们必须具备伦理和文化能力。
本研究旨在确定社会和医疗保健教育者的不同伦理和文化能力特征，并探讨相关因素。
采用描述性横断面调查设计，于 2020-2021 年期间收集定量观察数据。根据一项侧重于教育者伦理和文化能力的工具的回答，采用 K-均值聚类法确定能力特征。
参与者（N=1179，n=243）为芬兰 10 所应用科学大学和 10 所职业学院的社会和医疗保健教育者。
本研究遵循良好的科学实践。参与研究的每所教育机构均获得了研究许可。在整个研究过程中，参与者的隐私均受到保护。
分析根据自我评估的伦理和文化能力确定了三种教育者（A、B、C）特征。特征 A 教育者在所有三个能力领域均表现出高分。特征 B 教育者在伦理知识方面得分较高，而在其他能力领域的得分中等。特征 C 教育者在所有三个能力领域的得分均中等。教育者的教学教育被发现对他们所属的特征有重大影响。
教育者普遍高度评价他们的伦理和文化能力。教育者了解职业道德在他们工作中的重要性，但他们需要在日常工作中发展伦理技能方面得到额外的支持。在所有教育者中，都需要发展国际和多元文化合作。
