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Evidence-based practice (EBP) has been shown to improve patient safety as well as quality of care. Advanced practice nurses (APNs) have a vital role in the implementation of EBP. This study aimed to describe APNs’ experiences of EBP implementation. The study was a descriptive qualitative study and data were collected between May and August 2019 through interviews with APNs (n = 12). The data were analyzed using inductive content analysis. The study was reported according to COREQ guidelines. The responses were divided into four main categories: EBP in clinical nursing; EBP leadership; implementation of supporting structures for EBP; and EBP in APNs’ work. APNs experienced: that the realization of EBP varied in clinical nursing, that there was a need for development in the leadership of EBP, variation in nurse leaders’ competence in EBP leadership, and a lack of resources for EBP.

Background/Objectives: Social and healthcare operating environments are constantly evolving, so educators have major responsibility for ensuring that Evidence-Based Healthcare is included in the education of future healthcare professionals and applied in their practice. A holistic understanding and implementation of evidence-based healthcare competence is critical to the delivery of appropriate, relevant, and effective healthcare. Aim: To identify and describe social and healthcare educators’ EBHC competence according to the five main components of the JBI model and associated factors to it. Methods: A mixed-methods systematic review was conducted, with inclusion and exclusion criteria identified according to PICo and PEO inclusion criteria for qualitative and quantitative studies, respectively. Five databases—the CINAHL (EBSCO), PubMed, Scopus, Medic and ProQuest databases— were searched in June 2020. In total, 12 original studies (qualitative and quantitative) were included for quality appraisal, data extraction and narrative synthesis. Results: Key competence areas addressed in the selected studies were integrated into the four components of the JBI model of EBHC (evidence generation, synthesis, transfer, and implementation, and focus on its ultimate goal: global health). In the majority of chosen studies, it was found that educators had a positive attitude towards EBHC and wanted to stay up-to-date in the areas of global health and collaboration. Educators demonstrated their abilities to locate, appraise, and interpret the best current relevant evidence. They knew how to integrate EBHC into their teaching and had strong communication skills in evidence transfer. Their EBHC competence was strongest in the educational context and educators could transfer evidence when teaching but were not able to translate it into how to implement EBHC in clinical care. In addition to higher academic education and work experience, organizational support and continuous ed

The social and health care educator’s role in educating future professionals need to be stronger emphasised and deserves international recognition. The purpose of this study was to develop and test an empirical model of social and health care educators’ competence in higher and professional education. The presented research employed a cross-sectional study design. Data were collected using HeSoEduCo-instrument from 28 educational institutions in Finland. The model was empirically tested with confirmatory factor analysis through Structural Equation Modelling that applied the Full Imputation Maximum Likelihood estimator. A total of 422 social and health care educators participated in the study. The empirical model of social and health care educators including eight competence areas: leadership and management, collaboration and societal, evidence-based practice, subject and curriculum, mentoring students in professional competence development, student-centred pedagogy, digital collaborative learning, and cultural and linguistic diversity. All of the connections between concepts of the empirical model were found to be statistically significant. There were strong connections between most of the identified competence concepts; however, two weak connections were found, namely, the link between competence in evidence-based practice and competence in subject and curriculum, along with the link between competence in digital collaborative learning and competence in student-centred pedagogy. The presented empirical model can help stakeholders identify which areas of social and health care educators’ curricula should be further developed. The model is also relevant for improving continuous education, allowing educators to assess their competence levels and evaluating educators’ performance at the organisational level.

Aims: To investigate the well-being at work and analyze relevant predictors of it among nurses working in psychiatric outpatient settings including following specific objectives 1) describe the current state of well-being at work among psychiatric nurses; and 2) examine how background characteristics and exposure to violence predict well-being at work. Design: A cross-sectional survey design. Methods: Two-staged sampling was used to select participants from psychiatric outpatient units. Data were collected with printed Nordic Questionnaire for Monitoring the Age Diverse Workforce (QPSNordic-ADW) and Violence Incidence Assessment (VIA-Q) questionnaire from January 2019 to June 2019. Descriptive statistics were performed to summarize the collected data and binary logistic regression was used to identify predictors related to the well-being at work. Results: The respondents (n = 181) generally evaluated well-being at work quite positively but were more critical towards interaction with their immediate superior, organizational culture, interaction between work and private life, and organizational commitment. Working experience in psychiatric nursing and experiences of harassment were identified as strong predictors of well-being at work. Conclusions: The management of healthcare organizations should discuss nursing ethics and morale more, as well as pay attention to the ethical environment to prevent moral distress among nurses. Several weaknesses seem to exist especially in the management of psychiatric outpatient units which influence nurses’ well-being at work. Identification of these can help organizations to develop management and implement interventions to increase nurses’ well-being at work. Conversations about the managerial culture and collegial climate should also arise at the organizational and unit levels.

Aim: The purpose of the study was to identify and describe the characteristic profiles of evidence-based practice competence of educators in the social, health and rehabilitation sectors and to establish relevant background factors. Design: This study was carried out as a descriptive cross-sectional study. Methods: Data were collected from social, health and rehabilitation sector educators working in the 21 Finnish universities of applied sciences and seven vocational colleges (n = 422; N = 2,330). A self-assessment instrument measuring evidence-based practice competence was used. Competence profiles were formed using a K-cluster grouping analysis. Results: Three distinct competence profiles were identified and delineated. Most educators feel that they can guide students’ critical thinking and are able to seek and produce scientific knowledge. Evidence-based practice competence was explained by background factors such as year of graduation (for higher degree), level of education, job title, current employer and current field of work.

Introduction: There is a scarcity of studies concerning violence and its consequences in psychiatric outpatient setting. Aim: This study aimed to explore the occurrence of workplace violence and the psychological consequences of exposure to violence among nurses working in psychiatric outpatient settings. Method: Research followed a cross‐sectional survey design. Data were collected with the VIA‐Q instrument. Results: During the 12 months prior to the study, nurses (n = 181) had most often experienced psychological violence, with fatigue being the most common consequence. Harassment most often caused feelings of violated integrity, whereas physical violence most often caused insomnia. Significant relationships between exposure to violence and psychological consequences were identified. Discussion: Workplace violence can manifest in a broad array of psychological symptoms and be harmful for nurses in psychiatric outpatient settings. It is important to discuss the subject of workplace violence and its place in the nursing curriculum and to reflect on how nurses are educated and trained to face violence in psychiatric nursing. Implications for Practice: De‐escalation interventions should be implemented in psychiatric outpatient settings. Organizations should take steps to abolish internal violence. Nurses need appropriate education in order to prepare them to manage workplace violence.

Tiivistelmä Tutkimuksen tarkoituksena oli kuvata sosiaali-, terveys- ja kuntoutusalan (soteku) opettajien itsearvioitua osaamista. Lisäksi selvitettiin koulutusalojen ja koulutusorganisaatioiden välisiä eroja opettajien itsearvioidussa osaamisessa. Tutkimus oli osa ”Osaavat opettajat yhdessä!” TerOpe– OKM -kärkihanketta. Kohderyhmä muodostui 21 ammattikorkeakoulun ja seitsemän ammatillisen oppilaitoksen opettajista (n=422). Tutkimusaineistona hyödynnettiin TerOpe-hankkeen HeSoEduCo-mittarilla (1–4 Likert-asteikko) hankkimaa aineistoa, joka mittasi opettajien itsearvioitua osaamista kahdeksalla osaamisalueella. Aineisto analysoitiin tilastollisin menetelmin Mann Whitneyn U- ja Kruskal Wallis-testeillä. Opettajat arvioivat osaamisensa hyvälle tasolle. Vahvin osaaminen muodostui opiskelijan ammatillisen kehittymisen ohjausosaamisesta ja heikoin osaaminen yhteisöllisestä digipedagogiikasta. Terveysalan opettajien näyttöön perustuvan toiminnan osaaminen oli sosiaalialan ja yhdistettyjen alojen opettajia parempi. Sosiaalialan opettajien substanssi- ja opetussuunnitelmaosaaminen sekä verkosto- ja yhteiskunnallinen osaaminen olivat terveysalan opettajien osaamista vahvempia. Yhdistettyjen alojen opettajien opiskelijalähtöinen pedagoginen sekä verkosto- ja yhteiskunnallinen osaaminen oli ter veysalan opettajien osaamista parempi. Ammattikorkeakoulujen opettajien osaaminen oli ammatillisten oppilaitosten opettajien osaamista parempi opiskelijalähtöisen pedagogiikan, yhteisöllisen digipedagogiikan, kulttuurisen osaamisen, johtamis- ja hallinnollisen sekä näyttöön perustuvan toiminnan osalta. Tuloksia voidaan hyödyntää ammattikorkeakoulujen ja ammatillisten oppilaitosten johtamisessa sekä soteku-alan perus- ja täydennyskoulutuksessa., The purpose of the study was to describe the competence of social-, health care, and rehabilitation educators based on their evaluations. Differences between educational organizations and work organizations in the competencies of educators were also investigated. The study was part of the ”Competence educators together!” TerOpe project which was funded by the Ministry of Education and Culture in Finland. The target group consisted of educators from 21 universities of applied sciences and seven vocational institutes (n=422). The data was collected with a HeSoEduCo instrument (1–4 Likert scale) in the autumn of 2018 by the team of TerOpe project. The instrument measured educators’ self-assessed competence in eight areas of competence. The data were analyzed using statistical methods. Educators evaluated their competence at a good level. The highest competence consisted of mentoring students into professional development competence and the lowest of competence of digital collaborative learning. The evidence-based competence of health care educators was better than the competence of social care and combined fields’ educators. Subject and curriculum competence, as well as collaboration and societal competence of social care educators, were higher than those of health care educators. The student-centered pedagogy, collaboration, and societal competencies of the educators of the combined fields were better than those of the health care educators. Competence of universities of applied sciences educators was higher than those of vocational college’ educators in terms of student-centered pedagogy, digital collaborative learning, culture, leadership and management, and evidence-based practice competence. The results can be used in the management of the university of applied sciences and vocational colleges, as well as in basic and continues education in the social-, health care, and rehabilitation fields.

Background: Health and social care education is highly important for preparing future professionals for their future roles in sustainable health and social care. However, previous studies have emphasized that health and social care educators’ competence is complex and poorly defined. Thus, there is a clear need for a psychometrically validated instrument to enable clarification and assessment of the required skills. Objective: To develop and psychometrically validate an instrument (the HeSoEduCo) for assessing health and social care educators’ competence in higher and professional education. Design: Cross-sectional study. Methods: A HeSoEduCo instrument, with items inviting 1–4 Likert scale responses, was developed, based on one systematic review and one qualitative study, then validated in terms of face, content and construct validity and internal consistency (Cronbach′s alpha values). All health and social care educators based in all 21 universities of applied sciences in Finland and seven vocational colleges were subsequently invited to participate in a large-scale application of the instrument in fall 2018. In total, responses of 390 of these educators are analyzed here. Results: The face and content validity of 71 newly developed items were assessed by experts in two evaluation rounds. The final content validity showed high scores for the instrument’s relevance and clarity. Confirmatory factor analysis (to test construct validity) yielded eight factors (43-items remaining), defining the following competence areas of educators: evidence-based practice, digital collaborative learning, student-centered pedagogy, collaboration & societal, leadership & management, cultural & linguistic diversity, mentoring student into professional competence development and subject & curriculum. Cronbach’s alpha values for the factors ranged from 0.70 to 0.89. Conclusion: The instrument can be used to obtain self-evaluations of educators’ competence when as