Immonen Kati, Tuomikoski Anna-Maria, Mikkonen Kristina, Oikarinen Anne, Ylimäki Saija, Parisod Heidi, Mattila Outi, Kääriäinen Maria
Research Unit of Health Science and Technology, Faculty of Medicine, University of Oulu, Oulu, Finland.
The Wellbeing Services County of North Ostrobothnia, MRC Oulu, Oulu, Finland.
J Adv Nurs. 2025 Jan;81(1):300-315. doi: 10.1111/jan.16230. Epub 2024 May 10.
The purpose of the study was to describe social and healthcare educators' evidence-based healthcare competence and explore the associated factors.
A descriptive, cross-sectional study was carried out.
The research spanned 5 universities, 19 universities of applied sciences, and 10 vocational colleges in Finland from September to December 2022. Social and healthcare educators (n = 256), of which 21 worked at universities, 176 worked at universities of applied sciences, and 49 worked at vocational colleges. Data collection employed a self-assessed instrument that was designed to measure evidence-based healthcare competence based on the JBI Model of Evidence-based Healthcare. Competence profiles were formed using K-cluster grouping analysis.
The educators' self-evaluations of their level of evidence-based healthcare competence were generally at a satisfactory level, with subsequent analyses identifying four distinct profiles of evidence-based healthcare competence. The profiles demonstrated statistically significant differences in terms of evidence synthesis and evidence transfer competencies. The factors associated with evidence-based healthcare competence included level of education, the year in which a professional had obtained their highest degree, current organization of employment, and participation in continuing education.
Educators require various types of support for developing high levels of evidence-based healthcare competence. The identification of distinct competence profiles can be pivotal to providing educators with training that is tailored to their exact needs to provide an individualized learning path. WHAT PROBLEM DID THE STUDY ADDRESS?: Educators value the role of evidence in teaching, which reinforces the need to integrate aspects of the JBI Model of evidence-based healthcare into educators' competencies. Aspects of the JBI Model of evidence-based healthcare have not been holistically measured, with only certain components of the model considered separately. Educators need to better understand the global healthcare environment so they can identify research gaps and subsequently develop healthcare systems through their educational role. Higher academic education, work experience, organizational support, and continuous education play essential roles in the development of educators' evidence-based healthcare competence. WHAT WERE THE MAIN FINDINGS?: Educators generally have high levels of competence in evidence-based healthcare. Educators have mastered the different components of the JBI model of evidence-based healthcare but need to improve in areas such as the transfer and implementation of evidence. WHERE AND ON WHOM WILL THE RESEARCH HAVE AN IMPACT?: Determining evidence-based healthcare competence profiles for educators can be used to provide individualized learning paths for the development of evidence-based healthcare competence. Educators need to further develop their competence in evidence-based healthcare to ensure successful implementation and high-quality education in the future.
No patient or public contribution.
本研究旨在描述社会与医疗保健教育工作者基于证据的医疗保健能力，并探讨相关因素。
开展了一项描述性横断面研究。
该研究于2022年9月至12月在芬兰的5所大学、19所应用科学大学和10所职业学院进行。社会与医疗保健教育工作者（n = 256），其中21人在大学工作，176人在应用科学大学工作，49人在职业学院工作。数据收集采用了一种自我评估工具，该工具旨在根据循证医疗保健的JBI模型来衡量基于证据的医疗保健能力。使用K聚类分组分析形成能力概况。
教育工作者对其基于证据的医疗保健能力水平的自我评估总体处于令人满意的水平，后续分析确定了基于证据的医疗保健能力的四种不同概况。这些概况在证据综合和证据转移能力方面显示出统计学上的显著差异。与基于证据的医疗保健能力相关的因素包括教育水平、专业人员获得最高学位的年份、当前的就业机构以及参与继续教育的情况。
教育工作者在发展高水平的基于证据的医疗保健能力方面需要各种类型的支持。识别不同的能力概况对于为教育工作者提供量身定制的培训以提供个性化学习路径可能至关重要。该研究解决了什么问题？：教育工作者重视证据在教学中的作用，这强化了将循证医疗保健的JBI模型的各个方面纳入教育工作者能力的必要性。循证医疗保健的JBI模型的各个方面尚未得到全面衡量，仅分别考虑了该模型的某些组成部分。教育工作者需要更好地了解全球医疗保健环境，以便他们能够识别研究差距并随后通过其教育角色来发展医疗保健系统。高等学术教育、工作经验、组织支持和继续教育在教育工作者基于证据的医疗保健能力发展中发挥着重要作用。主要发现是什么？：教育工作者在基于证据的医疗保健方面通常具有较高的能力水平。教育工作者已经掌握了循证医疗保健的JBI模型的不同组成部分，但在证据转移和实施等方面需要改进。该研究将对哪些方面和哪些人产生影响？：确定教育工作者基于证据的医疗保健能力概况可用于为基于证据的医疗保健能力发展提供个性化学习路径。教育工作者需要进一步发展其基于证据的医疗保健能力，以确保未来的成功实施和高质量教育。
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