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The ongoing change from traditional pedagogy to digital collaborative learning requires a new mode of teaching, learning, and educators' responsibilities. For competence in digitally mediated teaching, educators need understanding of how to provide appropriate digital environment to learn collectively and individually. The aim of this study was to describe and explore health and social care educators' perceptions of their current level of competence in digital collaborative learning and identify distinct educators' profiles. Data were collected via cross-sectional survey from educators in 21 universities of applied science and eight vocational colleges in Finland using an instrument covering two subdimensions: educators' competence in fostering construction of knowledge in digital collaborative learning, and supporting students in individualized collaborative learning. The data were analyzed by statistical methods. Three significantly differing clusters of educators' profiles were identified, and a significant association between type of current work organization and their self-reported competence in digital collaborative learning was found. The vocational college educators rated their competence in fostering construction of knowledge in digital collaborative learning as significantly lower than higher education educators. There were also remarkable differences in competence in supporting students' individual collaborative learning. To provide such support, sufficient competence in teaching in digital learning environment is essential, and our study highlights clear needs to enhance this competence.

Aims and Objectives: To identify and synthesise nurses' experiences of competence in lifestyle counselling with adult patients in healthcare settings. Background: Modifiable lifestyle risk behaviours contribute to an increased prevalence of chronic diseases worldwide. Lifestyle counselling is part of nurses' role which enables them to make a significant contribution to patients' long‐term health in various healthcare contexts, but requires particular competence. Design: Qualitative systematic literature review and meta‐aggregation. Method: The review was guided by Joanna Briggs Institute's methodology for conducting synthesis of qualitative studies. PRISMA‐checklist guided the review process. Relevant original studies were search from databases (CINAHL, PubMed, Scopus, Medic and Psych Articles, Ebscho Open Dissertations and Web of Science). After researcher consensus was reached and quality of the studies evaluated, 20 studies were subjected to meta‐aggregation. Results: From 20 studies meeting the inclusion criteria, 75 findings were extracted and categorised into 13 groups based on their meaning, resulting in the identification of 5 synthesised findings for competence description: Supporting healthy lifestyle adherence, creating interactive and patient‐centred counselling situations, acquiring competence through clinical experience and continuous self‐improvement, collaborating with other professionals and patients, planning lifestyle counselling and managing work across various stages of the patient's disease care path. Conclusion: The review provides an evidence base that can be used to support nurses' competence in lifestyle counselling when working with adult patients in healthcare settings. Lifestyle counselling competence is a complex and rather abstract phenomenon. The review identified, analysed and synthesised the evidence derived from nurses' experience which shows that lifestyle counselling competence is a multidimensional entity which relates to many other competencies within nurses' work. Implications for the Profession: Recognising the competencies of nurses in lifestyle counselling for adult patients can stimulate nurses' motivation. The acquisition of these competencies can have a positive impact on patients' lives and their health. Patient or Public Contribution: No Patient or Public Contribution. Impact: The research may enhance nurses' competence in lifestyle counselling, leading to improved health outcomes, better adherence to recommendations and overall well‐being. It may also drive the development of interventions, improving healthcare delivery in lifestyle counselling. Reporting Method: The review was undertaken and reported using the PRISMA guidelines. Protocol Registration: Blinded for the review. [ABSTRACT FROM AUTHOR]

Aim: To identify evidence on frontline nurse leaders' competences in evidence-based healthcare (EBHC) and the instruments measuring these competences. Design: A scoping review. Data Sources: The search was conducted in June 2021 and complemented in June 2022. The CINAHL, ProQuest, Medline (Ovid), Scopus, Web of Science databases and MedNar along with the Finnish database Medic were searched. Review Method: The scoping review was conducted in accordance with the Joanna Briggs institute methodology for scoping reviews. Titles, abstracts and full-text versions were screened independently by two reviewers according to the inclusion criteria. Deductive-inductive content analysis was used to synthesize data. Results: A total of 3211 articles published between 1997 and 2022 were screened, which resulted in the inclusion of 16 articles. Although frontline nurse leaders had a positive attitude towards EBHC, they had a lack of implementing EBHC competence into practice. Part of the instruments were used in the studies, and only one focused especially on leaders. None of instruments systematically covered all segments of EBHC. Conclusion: There is a limited understanding of frontline nurse leaders' competence in EBHC. It is important to understand the importance of EBHC in healthcare and invest in the development of its competence at all levels of leaders. Frontline nurse leaders' support is essential for direct care nurses to use EBHC to ensure the quality of care and benefits to patients. Leaders must enhance their own EBHC competence to become role models for direct care nurses. It is also essential to develop valid and reliable instruments to measure leaders' competence covering all EBHC segments. The results can be utilized in the assessment and development of frontline nurse leaders' EBHC competence by planning and producing education and other competence development methods. [ABSTRACT FROM AUTHOR]

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Ubiquitous learning and the use of ubiquitous learning environments heralds a new era in higher education. Ubiquitous learning environments enhance context-aware and seamless learning experiences available from any location at any time. They support smooth interaction between authentic and digital learning resources and provide personalized learning opportunities. The research area surrounding the ubiquitous learning phenomenon is highly specific and the criteria for ubiquitous learning environments have not been systemically described. The aim of this scoping review was to identify criteria for ubiquitous learning environments, and to summarize the relevant knowledge in this research area. The purpose was to identify research gaps and help map the scope of ubiquitous learning environments in higher education use. A systematic literature search was conducted in 2016 by searching nine international databases and grey literature. The searches retrieved 889 original studies. After filtering the titles, the abstracts (n = 78) and full texts (n = 30) were screened. Seven eligible studies were included in the final review. The study meets high scientific quality standards and guidelines for scoping literature reviews. The data was extracted and key themes were formalized. The original extracts were listed under sub-categories and final categories were defined. An inductive content analysis was used for the analysis. The results defined the criteria for ubiquitous learning environment as context-awareness, interactivity, personalization and flexibility supported by learning management systems, functional objects, wireless networks and mobile devices. All the studied learning environments were developed for specific purposes to support learning in specific contents. Components and outcomes varied between the environments. The results of the scoping review summarize the knowledge in this narrow research area, and have identified gaps in the existing literature. The review illustrates the scope of used ubiquitous learning environments in higher education contexts. It also raises the need for transparent research presenting practical implications for generalizability of future development processes.