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The study's purpose was to describe the competence in well-being at work of social and health care educators and the factors influencing it. Cross-sectional study. Data were collected using a questionnaire from social and health care educators (n=243) working at ten randomly selected educational organizations. K-means clustering was used to identify three distinct educator profiles. Educators belonging to profiles 1 and 2 exhibited low competence in managing work wellbeing. All profiles exhibited intermediate competence in promoting work wellbeing. Competence in appreciating the work of educators was either intermediate or high in all three profiles. Managers working in educational organizations need to ensure and support educators' well-being.

Aim: To describe nurse educators' views of how culturally and linguistically diverse future registered nurses are integrated into healthcare settings. Design: A qualitative descriptive design was adopted. Participants: A total of 20 nurse educators were recruited from three higher education institutions in Finland. Methods: Participants were recruited in the spring of 2021 through snowball sampling. Individual semi‐structured interviews were held and recorded. The collected data were analysed using inductive content analysis. Results: The performed content analysis identified a total of 534 meaning units from the data, which were categorized into 343 open codes and 29 sub‐categories. Furthermore, nine categories were identified and categorized into three main categories. The first main category was pre‐graduation and represented a time point during which educators experienced early integration, nurse educator support and cooperation with stakeholders. The second main category was integration strategies into healthcare settings, which included workplace strategies, language competence and individual competencies and attributes. The third main category was the post‐graduation experience, during which educators reported organizational readiness, migration and efficacy of the integrational model. Conclusions: The results revealed a need for increased resources linked to how nurse educators support the integration of culturally and linguistically diverse future registered nurses. Moreover, a nurse educator's presence during the last clinical placement, early transition and integration was found to exert a significant effect on the smooth integration of culturally and linguistically diverse future nurses. Impact: This study establishes the need to enhance stakeholder cooperation between universities and other organizations towards supporting the integration process. Maximizing nurse educators' support during the final clinical practice, early transition and post‐graduation allows for successful integration and intention to stay. Reporting Method: This study was reported according to the Standards for Reporting Qualitative Research (SRQR). Patient or Public Participation: Participating educators shared their experiences of culturally and linguistically diverse future nurses' integration. [ABSTRACT FROM AUTHOR]

To date, the share of research, teaching materials, and practices related to the use of timber in bridge projects in Finland are quite limited compared to other materials, such as concrete. This article, which also includes a structural design example for dimensioning a girder bridge, focuses on the status, applications and prospects of wood use in bridge construction, reflecting the Finnish professionals' point of view. Key findings highlighted that: (1) the ideal use of wood would be in private road bridges and light traffic bridges; (2) while the use of wood in the bridge was assessed to be advantageous in terms of ecology, aesthetics, and environmental friendliness, it was reported to be disadvantageous in terms of long-term durability and connection details; (3) concrete and steel, whose prices fluctuate, could gradually be replaced by wood, a renewable material; (4) timber-concrete composite bridges were expected to become widespread in the future; (5) cross-laminated timber (CLT) could open up an opportunity for bridge decks; and (6) service limit state is often decisive for the dimensioning of wooden bridges. It is recommended to implement large-scale public projects for the wooden bridges by creating sustainable business models that will be supported both legitimately and economically by the local government. In this sense, close cooperation between authorities and other key market stakeholders is crucial. [ABSTRACT FROM AUTHOR]

This study aimed to identify mentors' cultural competence profiles at mentoring culturally and linguistically diverse nursing students in clinical practice and explore associating factors. Globalization has had a significant impact on healthcare, increasing the diversity of healthcare workforces and the number of culturally and linguistically diverse nursing students in clinical practice. The cultural competence of mentors is important to secure students' safe and successful learning. The mentor role in clinical practice contributes toward enabling and ensuring students' high-quality and goal-oriented development of competence. This study implemented a cross-sectional design with a final sample of 270 clinical practice mentors from Finland, Lithuania, Spain and Slovenia. The data were collected using an online survey including the Mentors' Cultural Competence Instrument, Mentors' Competence Instrument and background questions during 2020–2021. The data were analyzed using a K-mean cluster algorithm to identify mentors' competency profiles. Three significantly differing mentor competency profiles (Profile A 42%, Profile B 41%, Profile C 17%) were identified in this study. The cultural competence of the mentors in clinical practice varied between intermediate and high levels. Mentors rated their cultural competence as best in the area of cultural sensitivity and awareness, whereas the lowest scored area was cultural interaction and safety. This study showed that the cultural competence of mentors in clinical practice varied and was influenced by mentors' work experience, age, job title and frequency of mentoring. This study provides new knowledge that could help to develop cultural competence operating models and education to enhance the cultural competence of healthcare professionals. [ABSTRACT FROM AUTHOR]

To describe nurse leaders' experiences of how culturally and linguistically diverse registered nurses integrate into healthcare settings. A qualitative descriptive study design. A total of 13 nurse leaders were recruited from four primary and specialized healthcare organizations in Finland. Data were collected through individual semi-structured interviews and analyzed using inductive content analysis. Nurse leaders' experiences were categorized into seven main categories as follows: leadership, which concerns a leader's roles, style, and experience; organizational strategy and culture, which includes structure, policies, and intra-organizational culture; support strategies, including workplace and outside-of-work integration strategies; relationships and interactions, which considers interpersonal relationships and interactions; nurse competence requirements and development, which concerns both organizational and ward level competence demands, and support for competence development; language competence, which concerns challenges relating to language proficiency and development of language competence; and cultural diversity, which considers the importance of competence development brought about through experiences of being in a multicultural workplace. Culturally and linguistically diverse nurses are important within healthcare systems. These nurses constitute additional human resources, bring diverse experiences and expertise, and add to organizational cultural capital. Nurse leaders require competencies that are suitable for leading a diverse workforce, utilizing its competencies, establishing staff members' needs, and ensuring their continuous development. Resourcing, planning, and structuring the integration process affects nurses' experiences of the organizational socialization process. The findings of our study can offer guidance to healthcare organizations with regard to structural integration strategies at an institutional level. Leadership and management educators can benefit from the findings towards developing a curriculum that supports leaders' diversity, equity and inclusion, knowledge management and formal leadership competencies. Finally, nurse leaders may benefit from this study through being more aware towards supporting a multicultural, cohesive, and competent workforce through strong social capital. [ABSTRACT FROM AUTHOR]