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Background: Health sciences education prepares students for social‐ and healthcare by developing evidence‐based nursing, leadership and working life skills, including collaboration. Due to the changes caused by the global pandemic, health sciences education has shifted more to online and hybrid contexts, which can challenge students' competence development. Students' competence development and interaction in collaborative hybrid learning is a little researched area. Objectives: To observe and evaluate health sciences students' competence development in a collaborative hybrid learning context. Methods: This quasi‐experimental mixed‐method study was implemented by providing educational intervention. First‐year Bachelor's degree health sciences students (n = 18) of a Finnish university completed an educational intervention with synchronous online and face‐to‐face learning. Students' collaborative hybrid learning and interaction were video observed, while self‐evaluation of competence development was made with a questionnaire. Results: In the collaborative interactions, the students showed analytical thinking, problem‐ solving and communication and technology skills. Extensive knowledge of health sciences and ethics skills was not strongly visible in interaction. The students effectively used collaborative work time to perform tasks. Cognitive interaction (monitoring and evaluating learning) was observed in 85% and socio‐emotional interaction (expressions of emotions and motivation) in 53% of the data. Related to the students' learning results, the students' ability to communicate and interact with culturally different people improved after the educational intervention. Conclusion: Collaborative learning methods in hybrid learning can create opportunities for students to construct their competence in interaction. Attention should be paid to different areas of competence and the role of socio‐emotional interaction. Lay Description: What is already known about this topic: Health sciences education prepares students for social and healthcare by developing working life skills, including collaboration.Hybrid learning brings benefits but challenges the equity of students with different attention modes.Collaborative learning is widely used but has not been studied much in hybrid context.Students' competence development and interaction in collaborative hybrid learning is a little researched area. What this paper adds: The purpose was to observe and evaluate health sciences students' competence development in a collaborative hybrid learning context.Hybrid collaborative interaction encourages students to construct knowledge in health sciences.The students utilised the collaborative time appropriately.Socioemotional interactions were very visible in collaborative learning. Implications for practice: This study helps educational organisations to design hybrid model education.The design requires pedagogical and technical competence and should include collaborative methods.Attention should be paid to different areas of competence in collaborative learning.The role of socio‐emotional interaction needs more focus in hybrid learning. [ABSTRACT FROM AUTHOR]

The aim of this study is to outline the development and changes in pre‐service teachers' technological pedagogical content knowledge (TPACK) assessments during the first 3 years in teacher education. Specifically, research was conducted at three measurement points over a 3‐year teacher education period. The target group consisted of pre‐service teachers (N = 148) from three Finnish universities. Results indicate a growth in confidence related to all TPACK areas during the research period. The strongest gains were in pedagogical content knowledge. In addition, the gains were larger in other areas related to pedagogical knowledge than areas related to technology or content knowledge. In areas without pedagogical knowledge, the changes were more moderate. In the discussion section, recommendations are provided on the potential of longitudinal use of the TPACK model to study and improve the development of pre‐service teachers' TPACK. Lay Description: What is already known about this topic: There are several studies focusing on pre‐service teachers' self‐perceived technological pedagogical content knowledge (TPACK) areasThere are differences amongst pre‐service teachers based on their confidence with different TPACK areasThere is a lack of longitudinal studies focusing on changes in pre‐service teachers' TPACK profiles during teacher educationWhat this paper adds: This research provides 3 years perspective for changes in pre‐service teachers' TPACK during teacher educationConfidence for different TPACK areas evolve at different paces during teacher educationHighest gains were for TPACK areas related to pedagogyThe relation of TPACK areas change during teacher education, that is, how differently or similarly TPACK areas are assessed compared with each otherImplications for practice and/or policy: There is a need for better support for pre‐service teachers' technological content knowledge and technological knowledge in teacher educationIn future studies, it is important to outline factors affecting the changes in TPACK profilesProfiling of pre‐service teachers' TPACK is needed for targeting appropriate support. [ABSTRACT FROM AUTHOR]

Higher education institutions (HEIs) have a growing interest in establishing International joint degree programmes in developing countries. A Master′s degree in global health care is an international joint degree programme run by two Finnish Universities of Applied Sciences and one Kenyan University. To provide students and staff members who live in Finland with an authentic experience of the circumstances in the developing countries, part of the programme involves delivering a two‐week intensive course in Kenya. Health library services and information literacy training have a significant presence during this intensive course. In this paper, guest writer Marketta Fredriksson describes and reflects on the involvement of the health care library team in the development and implementation of this degree and delivery of the intensive course in Kenya.H.S. [ABSTRACT FROM AUTHOR]

The author comments on the study by H. Grandell-Niemi, M. Hupli, H. Leino-Kilpi and P. Puuka that involves the concept of pharmacological skills of nurses and nursing students in Finland. The author was able to raise several questions related to additional research and nurse education based on the approach used in the study. He also discovered a threat to construct validity on the data collection process which were clearly acknowledged by the authors of the study.