Research Unit of Health Sciences and Technology, University of Oulu, Oulu, Finland.
Research Unit of Health Sciences and Technology, University of Oulu, Oulu, Finland; Medical Research Center Oulu, Oulu University Hospital and University of Oulu, Oulu, Finland.
Nurse Educ Today. 2024 Dec;143:106344. doi: 10.1016/j.nedt.2024.106344. Epub 2024 Aug 10.
The global shortage of healthcare workers, an ageing population, and increasing retirement within the healthcare workforce are causing social and healthcare systems to undergo significant internationalisation and cultural-linguistic diversification. Despite the crucial role educators play in imparting healthcare education and supporting the integration of professionals into these diverse environments, there is a lack of effective strategies and understanding to achieve this integration successfully.
To explore and understand how social and healthcare educators self-perceive their role in supporting the integration of culturally and linguistically diverse (CALD) students into healthcare working environments, and to identify whether these perceptions can be categorised into specific educator profiles.
A cross-sectional survey was conducted in the spring of 2022 in Finland, collecting observational data from 59 social and healthcare educators across 15 universities of applied sciences providing nurse education to CALD students. Four instruments were developed to measure educators' perceptions of supporting students in healthcare work environment integration. K-means clustering analysis identified two distinct educator profiles, and statistically significant differences between these profiles were analysed using t-tests, Chi-square tests, and Mann-Whitney U tests.
Educators perceived their highest strengths as ensuring equality for students (mean 3.81), possessing suitable characteristics (mean 3.78), and being culturally sensitive and aware (mean 3.73). They felt least confident in knowing their institution's integration practices (mean score of 2.43) and personally supporting cultural diversity among students (mean 2.93). Educators were classified into two profiles: less confident educators (mean 2.27-3.66) and confident educators (mean 2.58-3.94). Confident educators, who more effectively support CALD students, have been more involved in continuous education.
Continuous education is critical for enhancing educators' confidence and effectiveness in supporting CALD students. Improved training and resources focused on institutional integration practices and personal support for cultural diversity are needed to address areas where educators feel less confident.
全球医疗保健工作者短缺、人口老龄化以及医疗保健劳动力退休人数增加，导致社会和医疗保健系统正在经历重大的国际化和文化语言多样化。尽管教育工作者在传授医疗保健教育和支持专业人员融入这些多样化环境方面发挥着至关重要的作用，但在成功实现这种融合方面，缺乏有效的策略和理解。
探讨和了解社会和医疗保健教育工作者如何自我认知其在支持文化和语言多样化（CALD）学生融入医疗保健工作环境中的角色，并确定这些认知是否可以归类为特定的教育者形象。
2022 年春季在芬兰进行了一项横断面调查，从 15 所提供护士教育给 CALD 学生的应用科学大学中收集了 59 名社会和医疗保健教育工作者的观察数据。开发了四种工具来衡量教育工作者对支持学生融入医疗工作环境的看法。K-均值聚类分析确定了两种不同的教育者形象，使用 t 检验、卡方检验和曼-惠特尼 U 检验对这些形象之间的统计学显著差异进行了分析。
教育工作者认为他们最大的优势是确保学生平等（平均值 3.81）、具有合适的特征（平均值 3.78）和具有文化敏感性和意识（平均值 3.73）。他们对了解自己机构的融合实践最没有信心（平均得分为 2.43），对个人支持学生文化多样性最没有信心（平均 2.93）。教育工作者分为两种形象：信心较低的教育工作者（平均值 2.27-3.66）和信心较高的教育工作者（平均值 2.58-3.94）。更有效地支持 CALD 学生的自信教育工作者更积极地参与持续教育。
持续教育对于提高教育工作者在支持 CALD 学生方面的信心和有效性至关重要。需要改进培训和资源，重点关注机构融合实践和个人对文化多样性的支持，以解决教育工作者信心较低的领域。
