32 results on '"Koskenranta M"'
Search Results
2. Exploring educator perceptions and profiles in supporting culturally and linguistically diverse students integration in healthcare work environments – A cross-sectional study
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Matinlompolo, N., Mikkonen, K., Koskenranta, M., Kamau, S., Oikarainen, A., Martikainen, R., Juntunen, J., and Kuivila, H.-M.
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- 2024
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3. Culturally and linguistically diverse nurses’ experiences of how competence facilitates integration into the working environment: A qualitative study
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Isakov, T., Kamau, S., Koskenranta, M., Kuivila, H., Oikarainen, A., Ropponen, P., and Mikkonen, K.
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- 2023
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4. Culturally and linguistically diverse nursing students' experiences of integration into the working environment: A qualitative study
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Ropponen, P., Kamau, S., Koskenranta, M., Kuivila, H., Oikarainen, A., Isakov, T., Tomietto, M., and Mikkonen, K.
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- 2023
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5. Collegiality among social- and health care educators in higher education or vocational institutions: A mixed-method systematic review
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Koskenranta, M., Kuivila, H., Männistö, M., Kääriäinen, M., and Mikkonen, K.
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- 2022
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6. Development and testing of an instrument to measure the collegiality competence of social and health care educators
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Koskenranta, M., Kuivila, H., Pramila-Savukoski, S., Männistö, M., and Mikkonen, K.
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- 2022
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7. Factors Associated with the Integration of Culturally and Linguistically Diverse Nurses into Healthcare Organisations: A Systematic Review of Quantitative Studies.
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Joensuu, R., Suleiman, K., Koskenranta, M., Kuivila, H., Oikarainen, A., Juntunen, J., Goh, Y. S., Liaw, S. Y., Mikkonen, K., and Park, Claire Su-Yeon
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NURSES ,NURSE supply & demand ,CORPORATE culture ,ACCULTURATION ,TRANSCULTURAL nursing ,HOSPITAL nursing staff ,CULTURAL competence ,CINAHL database ,WORK environment ,DIVERSITY in the workplace ,MENTORING ,SOCIAL integration ,SYSTEMATIC reviews ,MEDLINE ,EMPLOYEE recruitment ,NURSING licensure ,ONLINE information services ,SOCIODEMOGRAPHIC factors ,EMPLOYMENT discrimination ,SOCIAL support ,MEDICAL preceptorship ,CULTURAL pluralism ,COMMUNICATION barriers ,ERIC (Information retrieval system) ,LABOR supply - Abstract
Background. Global nursing shortages have led to the recruitment of culturally and linguistically diverse nurses from various countries. However, nurses face integration challenges in their host countries. Objective. This systematic review aimed to find the most recent evidence of factors associated with integrational strategies and models to support the transition and adaptation of culturally and linguistically diverse nurses to the professional workforce in healthcare settings. Methods. This systematic review used the population, exposure, outcome framework to select studies according to JBI guidelines. Original peer‐reviewed quantitative studies published between 2000 and 2021 were identified. Two researchers independently screened the studies based on eligibility criteria using title, abstract, and full text. The JBI critical appraisal tool assessed the methodology's quality for analytical cross‐sectional studies. Data were extracted, tabulated, and analysed narratively. PRISMA checklist was used in reporting. Data Sources. CINAHL (Ebsco), PubMed, Medic, ERIC (ProQuest), and Scopus. Results. The systematic review encompassed 19 articles and identified multiple factors associated with successful integration. These factors were classified into the following six categories: sociodemographic characteristics, discrimination, social support, organisational support, workplace environment, and acculturation. Conclusions. Comprehensive cultural competency training for healthcare staff, including managers, enhances cultural proficiency in work environments. Clear guidelines addressing bias and discrimination create a supportive environment where culturally and linguistically diverse nurses feel valued and respected, facilitating their adaptation and integration. Relevance to Clinical Practice. Patient care quality can be improved by ensuring sustainable culturally and linguistically diverse nurses' integration into healthcare organisations. Cultural diversity is a unique opportunity to bring a diverse range and experience to clinical settings. The diversity can also help enhance the cultural competence of healthcare staff, allowing them to better understand and cater to the needs of culturally diverse patients. Patient or Public Contribution. Not required for study design. [ABSTRACT FROM AUTHOR]
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- 2024
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- View/download PDF
8. Culturally and linguistically diverse nursing students’ experiences of integration into the working environment:a qualitative study
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Ropponen, P. (P.), Kamau, S. (S.), Koskenranta, M. (M.), Kuivila, H. (H.), Oikarainen, A. (A.), Isakov, T. (T.), Tomietto, M. (M.), Mikkonen, K. (K.), Ropponen, P. (P.), Kamau, S. (S.), Koskenranta, M. (M.), Kuivila, H. (H.), Oikarainen, A. (A.), Isakov, T. (T.), Tomietto, M. (M.), and Mikkonen, K. (K.)
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Background: Understanding how culturally and linguistically diverse students experience clinical practice and their competence development is important to retaining registered nurses. This study aimed to describe culturally and linguistically diverse students’ experiences of clinical practice, perceptions of their career path, and intentions to stay in the nursing profession. Methods: A descriptive qualitative study was conducted. The participants were culturally and linguistically diverse nursing students (n = 22) from six Finnish higher education institutions. Nine focus-group interviews, with up to six students per group, were conducted during the spring and summer of 2021. Data were analysed using inductive content analysis. Results: The factors which affected culturally and linguistically diverse students’ intentions to stay in nursing profession in Finland consisted of support during university studies and clinical practice, perceived equality, nursing competence development, successful integration into the workplace and social life, and clinical practice experiences. Conclusions: The results support the development of a model for culturally and linguistically diverse nurses’ integration into the Finnish health care settings by identifying the key factors for an effective transition to the profession.
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- 2023
9. Sosiaali- ja terveysalan opettajien kollegiaalisuus ja kollegiaalisuusosaaminen ammatillisessa oppilaitoksessa sekä ammattikorkeakoulussa
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Mikkonen, K. (Kristina), Männistö, M. (Merja), Koskenranta, M. (Miro), Mikkonen, K. (Kristina), Männistö, M. (Merja), and Koskenranta, M. (Miro)
- Abstract
The aim of the study was to describe and explain the collegiality and collegiality competence of social and health educators in the context of the vocational institution and the university of applied sciences. It also aimed to develop an instrument and to assess its validity and reliability. The study was conducted in three phases. In the first phase, experiences of collegiality and aspects related to collegiality were described. In the qualitative study, social and health care educators (n=22) from a vocational institution and a university of applied sciences were interviewed. The data search of the systematic mixed-method review was conducted in five databases. Search terms were defined using PICo and PEO. The quality of the included original studies (n=15) was assessed according to JBI guidelines. In the second phase, the validity and reliability of the CollegialityComp instrument measuring the collegiality competence of social and health educators was assessed. The data were collected electronically as a cross-sectional survey from social and health educators (n=243) in ten randomly selected vocational institutions and ten equally randomly selected universities of applied sciences. The construct validity was assessed using exploratory factor analysis, and its internal consistency was assessed using Cronbach’s alpha coefficient. In the third phase, the collegiality competence areas of social and health educators were described by profiles and the factors associated with it, using the same data as in the development of the instrument. According to the descriptive study, the social and health educators’ collegiality consisted of different competence areas. The systematic literature review revealed that there is little systematic research that can be found on collegiality. The psychometric properties of the instrument of collegiality were found to be good. Social and health educators rated their collegiality competence as good or intermediate. Educators’ ed, Tiivistelmä Tutkimuksen tarkoituksena oli kuvata ja selittää sosiaali- ja terveysalan opettajien kollegiaalisuutta ja kollegiaalisuusosaamista ammatillisen oppilaitoksen ja ammattikorkeakoulun kontekstissa. Lisäksi tarkoituksena oli kehittää sosiaali- ja terveysalan opettajien kollegiaalisuusosaamisen mittari ja arvioida sen luotettavuutta. Tutkimus oli kolmivaiheinen. Ensimmäisessä vaiheessa kuvattiin kokemuksia kollegiaalisuudesta sekä kollegiaalisuuteen liittyviä tekijöitä. Laadullisessa tutkimuksessa haastateltiin sosiaali- ja terveysalan opettajia (n=22) ammatillisesta oppilaitoksesta ja ammattikorkeakoulusta. Systemaattisen monimenetelmällisen kirjallisuuskatsauksen tiedonhaku tehtiin viidestä tietokannasta. Hakusanat määriteltiin hyödyntäen PICo:n ja PEO:n mukaisia sisäänotto- ja poissulkukriteereitä. Mukaan otettujen alkuperäistutkimusten (n=15) laatu arvioitiin JBI:n ohjeiden mukaisesti. Toisessa vaiheessa arvioitiin sosiaali- ja terveysalan opettajien kollegiaalisuusosaamisen CollegialityComp-mittarin luotettavuutta. Aineisto kerättiin poikkileikkaustutkimuksena satunnaisesti valituista kymmenestä ammatillisen oppilaitoksen sekä kymmenestä ammattikorkeakoulun sosiaali- ja terveysalan opettajilta (n=243) sähköisesti. Mittarin rakennevaliditeettia arvioitiin eksploratiivisella faktorianalyysillä ja sen sisäistä johdonmukaisuutta Cronbachin alfa -kertoimella. Kolmannessa vaiheessa kuvattiin opettajien kollegiaalisuusosaamista profiileittain sekä osaamista selittäviä tekijöitä, hyödyntäen samaa aineistoa kuin mittarin kehittämisessä. Kuvailevan tutkimuksen mukaan sosiaali- ja terveysalan opettajien kollegiaalisuus koostui erilaisista osaamisalueista. Systemaattisessa kirjallisuuskatsauksessa selvisi, ettei kollegiaalisuuden tutkimus ole systemaattista. Kollegiaalisuusosaamisen mittarin psykometriset ominaisuudet todettiin hyviksi. Sosiaali- ja terveysalan opettajat arvioivat kollegiaalisuusosaamisensa hyvä- tai keskitasoiseksi. Opettajien koulutus ja tämänhetk
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- 2023
10. The influence of digital learning on health sciences students’ competence development:a qualitative study
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Pramila-Savukoski, S. (Sari), Kärnä, R. (Raila), Kuivila, H.-M. (Heli-Maria), Juntunen, J. (Jonna), Koskenranta, M. (Miro), Oikarainen, A. (Ashlee), Mikkonen, K. (Kristina), Pramila-Savukoski, S. (Sari), Kärnä, R. (Raila), Kuivila, H.-M. (Heli-Maria), Juntunen, J. (Jonna), Koskenranta, M. (Miro), Oikarainen, A. (Ashlee), and Mikkonen, K. (Kristina)
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Background: Health care experts need high levels of competence, yet there is little evidence on the influence of digital learning on health science students’ competence development. Objectives: This study aims to describe health sciences students’ experiences of the development of their competence and the influences of digital learning upon their competence. Design: A qualitative descriptive research. Participants: A total of 15 health sciences students were interviewed. Methods: The data was collected by using individual semi-structured interviews during the spring of 2021. The data was analyzed using content analysis. Results: The health sciences students felt that their expertise encompasses motivation for future career development, understanding the social and professional influences on their career development, versatile expertise in various aspects of health sciences, and developing competence in different learning environments. The students recognized that digital learning requires the active participation, digitalization is a part of a successful learning environment, and digital learning challenges social interactions. The students’ digital learning facilitated competence development, which broadened their understanding of skills relevant to health sciences; however, these benefits could only be obtained when including adequate support. Conclusions: The results hold social value for the development of health sciences education as policy-makers can use the presented information to develop high-quality, digital learning procedures.
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- 2023
11. Mentors’ cultural competence at mentoring culturally and linguistically diverse nursing students in clinical practice:an international cross-sectional study
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Luukkonen, A.-L. (Anna-Leena), Kuivila, H. (Heli), Kaarlela, V. (Veera), Koskenranta, M. (Miro), Kaučič, B. M. (Boris Miha), Riklikiene, O. (Olga), Vizcaya-Moreno, F. (Flores), Pérez-Cañaveras, R. M. (Rosa M.), Filej, B. (Bojana), Oikarainen, A. (Ashlee), Kääriäinen, M. (Maria), Mikkonen, K. (Kristina), Luukkonen, A.-L. (Anna-Leena), Kuivila, H. (Heli), Kaarlela, V. (Veera), Koskenranta, M. (Miro), Kaučič, B. M. (Boris Miha), Riklikiene, O. (Olga), Vizcaya-Moreno, F. (Flores), Pérez-Cañaveras, R. M. (Rosa M.), Filej, B. (Bojana), Oikarainen, A. (Ashlee), Kääriäinen, M. (Maria), and Mikkonen, K. (Kristina)
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Aims: This study aimed to identify mentors’ cultural competence profiles at mentoring culturally and linguistically diverse nursing students in clinical practice and explore associating factors. Background: 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. Design: This study implemented a cross-sectional design with a final sample of 270 clinical practice mentors from Finland, Lithuania, Spain and Slovenia. Methods: 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. Results: 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. Conclusions: 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.
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- 2023
12. Nurse educators’ views of integrating culturally and linguistically diverse future registered nurses into healthcare settings:a qualitative descriptive study
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Kamau, S. (Suleiman), Oikarainen, A. (Ashlee), Juntunen, M.-M. (Milka-Maaria), Koskenranta, M. (Miro), Kuivila, H. (Heli), Tomietto, M. (Marco), Mikkonen, K. (Kristina), Kamau, S. (Suleiman), Oikarainen, A. (Ashlee), Juntunen, M.-M. (Milka-Maaria), Koskenranta, M. (Miro), Kuivila, H. (Heli), Tomietto, M. (Marco), and Mikkonen, K. (Kristina)
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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
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- 2023
13. Ethical and cultural competence of social- and health care educators from educational institutions:cross-sectional study
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Erkkilä, P. (Päivi), Koskenranta, M. (Miro), Kuivila, H. (Heli), Oikarainen, A. (Ashlee), Kamau, S. (Suleiman), Kaarlela, V. (Veera), Immonen, K. (Kati), Koskimäki, M. (Minna), Mikkonen, K. (Kristina), Erkkilä, P. (Päivi), Koskenranta, M. (Miro), Kuivila, H. (Heli), Oikarainen, A. (Ashlee), Kamau, S. (Suleiman), Kaarlela, V. (Veera), Immonen, K. (Kati), Koskimäki, M. (Minna), and Mikkonen, K. (Kristina)
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Background: The international mobility has increased cultural diversity in social- and health care. As such, ethical and cultural competence is an essential skill among educators. They are promoting the ethical and cultural competence and professional growth of students with diverse backgrounds and, therefore, must be ethically and culturally competent. Aim: The aim of the study was to identify distinct ethical and cultural competence profiles of social- and health care educators and explore the associated factors. Research Design: A descriptive cross-sectional survey design was used to collect quantitative observational data in 2020–2021. Competence profiles were identified by K-means clustering based on answers to an instrument focussing on educators’ ethical and cultural competence. Participants and Research Context: Participants (N = 1179, n = 243) were social- and health care educators based at 10 universities of applied sciences and 10 vocational colleges in Finland. Ethical Considerations: The research adhered to good scientific practice. A research permit was received from each educational institution that participated in the study. The privacy of the participants was protected throughout the study. Results: The analysis identified three profiles of educators (A, B, C) based on self-assessed ethical and cultural competence. Profile A educators demonstrated high scores across all three competence areas. Profile B educators had high scores for ethical knowledge and intermediate scores for other competence areas. Profile C educators demonstrated intermediate scores across all three competence areas. An educator’s pedagogical education was found to significantly influence which profile they belonged to. Conclusions: The educators generally evaluated their ethical and cultural competence highly. Educators understand the importance of professional ethics in their work, but they need additional support in developing ethics skills in their daily work. Among
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- 2023
14. Culturally and linguistically diverse nurses’ experiences of how competence facilitates integration into the working environment:a qualitative study
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Isakov, T. (T.), Kamau, S. (S.), Koskenranta, M. (M.), Kuivila, H. (H.), Oikarainen, A. (A.), Ropponen, P. (P.), Mikkonen, K. (K.), Isakov, T. (T.), Kamau, S. (S.), Koskenranta, M. (M.), Kuivila, H. (H.), Oikarainen, A. (A.), Ropponen, P. (P.), and Mikkonen, K. (K.)
- Abstract
Aim: This study aims to describe culturally and linguistically diverse nurses’ experiences of how they transferred their competence to meet professional competence requirements in non-English speaking environment. Background: Competence is one factor that affects culturally and linguistically diverse nurses’ integration into the working environment. In this study, knowledge, skills, values and personal traits are included in the holistic competence concept. Design: Qualitative. Methods: A total of 24 culturally and linguistically diverse nurses involved in Finnish health care participated in this qualitative study. Data were collected through snowball sampling during the summer of 2021 using semi-structured interviews. The collected data were analysed using inductive content analysis. Results: The data analysis revealed a total of five main categories describing culturally and linguistically diverse nurses’ experiences: 1) before immigration; 2) competence requirements in the country of immigration; 3) assessment of competencies; 4) support factors; and 5) hardships. Conclusion: Degree recognition, colleagues’ tolerance towards culturally and linguistically diverse nurses at the workplace and continuous education focusing on local language could improve culturally and linguistically diverse nurses’ integration into the working environment.
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- 2023
15. Nurse leaders’ perceptions of competence-based management of culturally and linguistically diverse nurses:a descriptive qualitative study
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Kiviniitty, N. (Nina), Kamau, S. (Suleiman), Mikkonen, K. (Kristina), Hammaren, M. (Mira), Koskenranta, M. (Miro), Kuivila, H.-M. (Heli-Maria), Kanste, O. (Outi), Kiviniitty, N. (Nina), Kamau, S. (Suleiman), Mikkonen, K. (Kristina), Hammaren, M. (Mira), Koskenranta, M. (Miro), Kuivila, H.-M. (Heli-Maria), and Kanste, O. (Outi)
- Abstract
Aim(s): To describe nurse leaders’ perceptions of culturally and linguistically diverse (CALD) nurses’ competence-based management. Design: A descriptive qualitative study of the competence-based management of CALD nurses, from the perspectives of nurse leaders in three primary and specialised medical care organisations. This study followed the COREQ guidelines. Methods: Qualitative semi-structured individual interviews were conducted with 13 nurse leaders. Eligible interviewees were required to have management experience, and experience of working with or recruiting CALD nurses. Data were collected during November 2021–March 2022. The data were analysed using inductive content analysis. Results: Competence-based management was explored in terms of competence identification and assessment of CALD nurses, aspects which constrain and enable competence sharing with them, and aspects which support their continuous competence development. Competencies are identified during the recruitment process, and assessment is based primarily on feedback. Organisations’ openness to external collaboration and work rotation supports competence sharing, as does mentoring. Nurse leaders have a key role in continuous competence development as they organise tailored induction and training, and can indirectly reinforce nurses’ work commitment and wellbeing. Conclusion(s): Strategic competence-based management would enable all organisational competencies potential to be utilised more productively. Competence sharing is a key process for the successful integration of CALD nurses. Relevance to Clinical Practice: The results of this study can be utilised to develop and standardise competence-based management in healthcare organisations. For nursing management, it is important to recognise and value nurses’ competence. Impact: The role of CALD nurses in the healthcare workforce is growing, and there is little research into the competence-based management of such nurses. Patient or Publ
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- 2023
16. Nurse leaders' experiences of how culturally and linguistically diverse registered nurses integrate into healthcare settings:an interview study
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Suleiman, K. (Kamau), Oikarainen, A. (Ashlee), Kiviniitty, N. (Nina), Koskenranta, M. (Miro), Kuivila, H. (Heli), Tomietto, M. (Marco), Kanste, O. (Outi), Mikkonen, K. (Kristina), Suleiman, K. (Kamau), Oikarainen, A. (Ashlee), Kiviniitty, N. (Nina), Koskenranta, M. (Miro), Kuivila, H. (Heli), Tomietto, M. (Marco), Kanste, O. (Outi), and Mikkonen, K. (Kristina)
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Aim: To describe nurse leaders’ experiences of how culturally and linguistically diverse registered nurses integrate into healthcare settings. Design: A qualitative descriptive study design. Participants: A total of 13 nurse leaders were recruited from four primary and specialized healthcare organizations in Finland. Methods: Data were collected through individual semi-structured interviews and analyzed using inductive content analysis. Results: 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. Conclusions: 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. Impact: The findings of our study can offer guidance to healthcare organizations with regard to structural inte
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- 2023
17. Sosiaali- ja terveysalan opettajien kollegiaalisuus ja kollegiaalisuusosaaminen ammatillisessa oppilaitoksessa sekä ammattikorkeakoulussa
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Koskenranta, M. (Miro), Mikkonen, K. (Kristina), and Männistö, M. (Merja)
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ammattikorkeakoulut ,sosiaali- ja terveysala ,osaaminen ,competence ,university of applied science ,collegiality ,educators ,ammatilliset oppilaitokset ,vocational institution ,opettajat ,social and health care ,kollegiaalisuus - Abstract
The aim of the study was to describe and explain the collegiality and collegiality competence of social and health educators in the context of the vocational institution and the university of applied sciences. It also aimed to develop an instrument and to assess its validity and reliability. The study was conducted in three phases. In the first phase, experiences of collegiality and aspects related to collegiality were described. In the qualitative study, social and health care educators (n=22) from a vocational institution and a university of applied sciences were interviewed. The data search of the systematic mixed-method review was conducted in five databases. Search terms were defined using PICo and PEO. The quality of the included original studies (n=15) was assessed according to JBI guidelines. In the second phase, the validity and reliability of the CollegialityComp instrument measuring the collegiality competence of social and health educators was assessed. The data were collected electronically as a cross-sectional survey from social and health educators (n=243) in ten randomly selected vocational institutions and ten equally randomly selected universities of applied sciences. The construct validity was assessed using exploratory factor analysis, and its internal consistency was assessed using Cronbach’s alpha coefficient. In the third phase, the collegiality competence areas of social and health educators were described by profiles and the factors associated with it, using the same data as in the development of the instrument. According to the descriptive study, the social and health educators’ collegiality consisted of different competence areas. The systematic literature review revealed that there is little systematic research that can be found on collegiality. The psychometric properties of the instrument of collegiality were found to be good. Social and health educators rated their collegiality competence as good or intermediate. Educators’ education and current job titles were statistically significantly associated with collegiality competence. Social and health educators need a broad range of competence in collegiality. The CollegialityComp instrument can be used to assess the collegiality competence of social and health care educators and to develop competence based on the assessment. The profiles of educators can be used to develop education. Tiivistelmä Tutkimuksen tarkoituksena oli kuvata ja selittää sosiaali- ja terveysalan opettajien kollegiaalisuutta ja kollegiaalisuusosaamista ammatillisen oppilaitoksen ja ammattikorkeakoulun kontekstissa. Lisäksi tarkoituksena oli kehittää sosiaali- ja terveysalan opettajien kollegiaalisuusosaamisen mittari ja arvioida sen luotettavuutta. Tutkimus oli kolmivaiheinen. Ensimmäisessä vaiheessa kuvattiin kokemuksia kollegiaalisuudesta sekä kollegiaalisuuteen liittyviä tekijöitä. Laadullisessa tutkimuksessa haastateltiin sosiaali- ja terveysalan opettajia (n=22) ammatillisesta oppilaitoksesta ja ammattikorkeakoulusta. Systemaattisen monimenetelmällisen kirjallisuuskatsauksen tiedonhaku tehtiin viidestä tietokannasta. Hakusanat määriteltiin hyödyntäen PICo:n ja PEO:n mukaisia sisäänotto- ja poissulkukriteereitä. Mukaan otettujen alkuperäistutkimusten (n=15) laatu arvioitiin JBI:n ohjeiden mukaisesti. Toisessa vaiheessa arvioitiin sosiaali- ja terveysalan opettajien kollegiaalisuusosaamisen CollegialityComp-mittarin luotettavuutta. Aineisto kerättiin poikkileikkaustutkimuksena satunnaisesti valituista kymmenestä ammatillisen oppilaitoksen sekä kymmenestä ammattikorkeakoulun sosiaali- ja terveysalan opettajilta (n=243) sähköisesti. Mittarin rakennevaliditeettia arvioitiin eksploratiivisella faktorianalyysillä ja sen sisäistä johdonmukaisuutta Cronbachin alfa -kertoimella. Kolmannessa vaiheessa kuvattiin opettajien kollegiaalisuusosaamista profiileittain sekä osaamista selittäviä tekijöitä, hyödyntäen samaa aineistoa kuin mittarin kehittämisessä. Kuvailevan tutkimuksen mukaan sosiaali- ja terveysalan opettajien kollegiaalisuus koostui erilaisista osaamisalueista. Systemaattisessa kirjallisuuskatsauksessa selvisi, ettei kollegiaalisuuden tutkimus ole systemaattista. Kollegiaalisuusosaamisen mittarin psykometriset ominaisuudet todettiin hyviksi. Sosiaali- ja terveysalan opettajat arvioivat kollegiaalisuusosaamisensa hyvä- tai keskitasoiseksi. Opettajien koulutus ja tämänhetkinen tehtävänimike olivat tilastollisesti merkitsevästi yhteydessä kollegiaalisuusosaamiseen. Sosiaali- ja terveysalan opettajat tarvitsevat laaja-alaista osaamista kollegiaalisuudesta. CollegialityComp-mittaria voidaan hyödyntää sosiaali- ja terveysalan opettajien kollegiaalisuusosaamisen arvioinnissa ja osaamisen kehittämisessä arvioinnin pohjalta. Opettajien profiileja voidaan hyödyntää koulutuksen kehittämisessä.
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- 2023
18. Integration strategies and models to support transition and adaptation of culturally and linguistically diverse nursing staff into healthcare environments:an umbrella review
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Kamau, S. (Suleiman), Koskenranta, M. (Miro), Kuivila, H. (Heli), Oikarainen, A. (Ashlee), Tomietto, M. (Marco), Juntunen, J. (Jonna), Tuomikoski, A.-M. (Anna-Maria), Mikkonen, K. (Kristina), Kamau, S. (Suleiman), Koskenranta, M. (Miro), Kuivila, H. (Heli), Oikarainen, A. (Ashlee), Tomietto, M. (Marco), Juntunen, J. (Jonna), Tuomikoski, A.-M. (Anna-Maria), and Mikkonen, K. (Kristina)
- Abstract
Aims: The aim of this umbrella review was to establish recent evidence on integration strategies and models to support transition and adaptation of culturally and linguistically diverse nursing staff into healthcare environments. Design: Umbrella review conducted according to Joanna Briggs institute guidelines. Data sources: Data were collected from CINAHL, PubMed, Medic, ProQuest and Scopus electronic databases in 2021. Review methods: Two researchers simultaneously screened studies’ eligibility by title, abstract and full text. Quality appraisal for the selected studies was assessed according to Joanna Briggs institute critical appraisal. Data were synthesized by conducting content analysis. Results: Twenty-seven reviews were included in the final synthesis. Strategies and models for supporting the transition and adaptation of culturally and linguistically diverse nursing staff into healthcare environments were structured as intra-organizational, sociocultural, and professional development. Intra-organizational strategies and models were unique to a particular organization and included policies and support, diversity, collegial and peer support, employee treatment and workplace environment. Sociocultural strategies and models addressed social, cultural and group dynamics using cultural training, learning and support, social support and friendships, language and communication, and personal skills development. Professional development enhanced nursing competence, ability to practice and workplace professional development. This was supported through licensure and orientation to work, career and competence development, and workplace mentorship and preceptorship. Conclusions: There is a need to understand culturally and linguistically diverse nurses’ needs and motivation to integrate, which is essential toward developing efficient integrational strategies and models. Strategies and models also need to support cultural and personal competence development of nat
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- 2022
19. Culturally and linguistically diverse registered nurses’ experiences of integration into nursing workforce:a qualitative descriptive study
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Kamau, S. (Suleiman), Koskenranta, M. (Miro), Isakov, T.-M. (Terhi-Maija), Kuivila, H. (Heli), Oikarainen, A. (Ashlee), Tomietto, M. (Marco), Mikkonen, K. (Kristina), Kamau, S. (Suleiman), Koskenranta, M. (Miro), Isakov, T.-M. (Terhi-Maija), Kuivila, H. (Heli), Oikarainen, A. (Ashlee), Tomietto, M. (Marco), and Mikkonen, K. (Kristina)
- Abstract
Background: The nursing shortage is a global and ongoing phenomenon that is expected to worsen. In many countries, imbalances in the nursing workforce will require international recruitment and plans to increase domestic and international nursing graduates. Nurses from culturally and linguistically diverse backgrounds have been reported to experience challenges while integrating into the workforce. Aim: To describe culturally and linguistically diverse registered nurses’ experiences of their integration into the Finnish nursing workforce. Methods: The study adopted a qualitative descriptive design. Data were collected during the spring of 2021 from 24 culturally and linguistically diverse registered nurses working in various healthcare settings in Finland. Data were analyzed using content analysis, which resulted in 596 open codes, 21 sub-categories, and 8 categories. Results: According to the performed analysis, culturally and linguistically diverse nurses in Finland face cultural, ethnic and linguistic challenges. Organizational acceptance and acknowledgement of culturally and linguistically diverse nurses’ competence can help decrease the practice of deskilling and the perception that foreign nurses have purely opportunistic goals. Cultural and language learning support, tailored orientation programs, and mentorship are the most common organizational strategies for supporting integration and competence development. The role of the nurse manager and organizational strategies were also identified as essential components of smooth integration, work wellbeing and retention. Conclusions: Finnish healthcare organizations need to implement strategies that support culturally and linguistically diverse nurses’ integration into the workforce. Nurse managers are important leaders that can foster culturally and linguistically diverse nurses’ competence development, ensure the efficient use of their specialized skills, promote work wellbeing, and improve nurse retent
- Published
- 2022
20. Development and testing of an instrument to measure the collegiality competence of social and health care educators
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Koskenranta, M. (Miro), Kuivila, H. (Heli), Pramila-Savukoski, S. (Sari), Männistö, M. (Merja), Mikkonen, K. (Kristina), Koskenranta, M. (Miro), Kuivila, H. (Heli), Pramila-Savukoski, S. (Sari), Männistö, M. (Merja), and Mikkonen, K. (Kristina)
- Abstract
Background: Previous studies have investigated the competence of social and health care educators from different perspectives. However, there has been little research on the collegiality competence of social and health educators. Aim/Objective: The purpose of this study was to develop and psychometrically test a new collegiality competence instrument (CollegialityComp) designed to enable social and health care educators to self-evaluate their competence in collegiality. Design: A cross-sectional study design for instrument development and psychometric testing. Methods: Data were collected in the winter of 2020–2021 from social and health care educators at ten universities of applied sciences and ten vocational institutions in Finland (N = 1179), of whom 243 decided to participate. Face and content validity was assessed by seven experts, while structural validity and internal consistency were evaluated using exploratory factor analysis and Cronbach’s alpha, respectively. Results: The CollegialityComp development and testing process produced an instrument that includes 35 items representing five factors: (1) individual-centered collaboration, (2) educator action and fairness, (3) collaboration among colleagues, (4) collaboration outside the organization, and (5) communication and trust. Conclusion: The CollegialityComp instrument can be used to measure the collegiality competence of social and health care educators in the context of vocational and higher education. It may also be useful during the training of teacher candidates.
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- 2022
21. Collegiality among social- and health care educators in higher education or vocational institutions :a mixed-method systematic review
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Koskenranta, M. (Miro), Kuivila, H. (Heli), Männistö, M. (Merja), Kääriäinen, M. (Maria), Mikkonen, K. (Kristina), Koskenranta, M. (Miro), Kuivila, H. (Heli), Männistö, M. (Merja), Kääriäinen, M. (Maria), and Mikkonen, K. (Kristina)
- Abstract
Background: Social- and health care educators collaborate on national and international levels; this collaboration is intrinsically related to collegiality, a concept which has only been scarcely studied among social- and health care educators. Background/Objectives: To identify the best evidence on social- and health care educators’ experiences of collegiality and factors influencing it in educational institutions. Design: A mixed-methods systematic review. Data sources: Keywords were defined according to PICo and PEO inclusion and exclusion criteria. A search was performed across five databases (CINAHL, PubMed, Medic, Scopus, and ProQuest) for articles published in Finnish and/or English. Review methods: During the screening process, three researchers separately screened original studies by title and abstract (n = 806), and subsequently, based on the full-text (n = 40). The JBI Qualitative Assessment Research Instrument was used to evaluate qualitative studies, while the Critical Appraisal Checklist for Analytical Cross-sectional Studies was used to evaluate quantitative studies. Results: The systematic review included a total of 15 articles. Collegiality among social- and health care educators was described through united and safe work culture, along with the dissemination of relevant expertise. The benefits of mentoring, communication on national and international levels, and collaboration are all issues that affect an educator’s work. In the context of social- and health care educators, collegiality does not only include the interactions between the educators, but also involves their mentors and supervisors. Mentoring and collaboration between educational institutions were found to be associated with collegiality. Conclusions: Collegiality among educators can be maintained through networking, collaboration, mentoring, mutual communication and the consideration of professional ethical issues. It would be important for educational organisations to pay at
- Published
- 2022
22. Sosiaali- ja terveysalan opettajien kollegiaalisuus ammatillisessa oppilaitoksessa ja ammattikorkeakoulussa
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Koskenranta, M. (Miro), Kuivila, H.-M. (Heli-Maria), Meriläinen, M. (Merja), Borén, N. (Niko), Kääriäinen, M. (Maria), Männistö, M. (Merja), and Mikkonen, K. (Kristina)
- Subjects
lärare ,yrkeshögskolor ,ammattioppilaitos ,ammatilliset oppilaitokset ,kollegat ,yhteistyö ,ammatillinen tieto ,ammattikorkeakoulut ,arbetsgemenskaper ,Collegiality ,yrkeskunskap ,terveysala ,samarbete ,stödjande ,auttaminen ,yrkesläroanstalter ,kompetensöverföring ,education ,teachers ,socialsektorn ,osaamisen siirto ,hjälp ,healthcare ,työyhteisöt ,opettajat ,social care ,Ammattikorkeakoulu ,kollegiaalisuus ,hälsovårdsbranschen ,tukeminen ,kolleger ,sosiaaliala ,Artikkelit - Abstract
Tiivistelmä Tutkimuksen tarkoituksena oli kuvailla sosiaali- ja terveysalan opettajien kokemuksia keskinäisestä kollegiaalisuudesta. Tutkimusaineisto kerättiin teemahaastatteluilla kevään 2018 aikana sosiaali- ja terveysalan opettajilta (n=22), jotka työskentelivät ammatillisessa oppilaitoksessa ja ammattikorkeakouluissa Pohjois-Suomessa. Aineisto analysoitiin induktiivisella sisällönanalyysillä. Tulosten perusteella sosiaali- ja terveysalan opettajien kollegiaalisuus koostui yhteisestä asiantuntijuudesta ja opettajien yhtenäisestä työkulttuurista. Yhteinen asiantuntijuus sisältää sekä oman asiantuntijuuden jakamisen, että kollegan asiantuntijuuden hyödyntämisen. Yhtenäiseen työkulttuuriin kuuluu opettajien ammattietiikka, keskinäinen kommunikaatio ja yhteisöllisyys. Tutkimuksesta saatua tietoa voidaan hyödyntää terveystieteiden opettajien täydennys- ja opettajankoulutuksessa sekä heidän kollegiaalisuutensa ylläpitämisessä ja kehittämisessä. Tutkimus tuo tietoa siitä, miten muun muassa epätietoisia kollegoita tiedottamalla asioista, kohtaamalla toisen kasvokkain ja yhteisellä toiminnalla voidaan ylläpitää ja kehittää opettajien keskinäistä kollegiaalisuutta sosiaali- ja terveysalalla. Abstract Collegiality between teachers of social- and healthcare in vocational college and universities of applied sciences The purpose of this study was to describe how teachers of social- and healthcare experienced their mutual collegiality. Data was gathered during spring 2018 from 22 teachers working in a vocational college and universities of applied sciences of social- and healthcare. The participants were interviewed in focus groups and inductive content analysis was used in analyzing of the data. The results suggest that collegiality among teachers of social- and healthcare consisted of two main categories. First category is mutual expertise that consists of both sharing teacher’s own expertise and utilizing that of a colleague. The second category is teachers’ united working culture consisting of professional ethics, mutual communication and communality. The findings of this study can be utilized in social- and healthcare teachers’ continuing education and teacher basic education as well as in maintaining and developing their collegiality in general. The study provides information on how to maintain and develop teacher-collegiality in the social and health field, for example through informing colleagues, face-to-face meetings and joint action.
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- 2020
23. The experiences and perceptions of nurse educators of culturally and linguistically diverse nursing students' competence development - Qualitative study.
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Juntunen MM, Kamau S, Oikarainen A, Koskenranta M, Kuivila H, Ropponen P, and Mikkonen K
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- Humans, Delivery of Health Care, Faculty, Nursing, Learning, Qualitative Research, Students, Nursing
- Abstract
Background: Many countries are becoming increasingly culturally and linguistically diverse due to globalisation and migration. The global shortage of nurses and the consequent migration of nursing professionals is leading to increasing cultural and linguistic diversity in health care and nursing education. Nurse educators play a significant role in supporting nursing students' competence and working life readiness., Research Aim: To describe nurse educators' experiences and perceptions regarding competence and competence development of CALD nursing students., Methods: The study was conducted using a descriptive qualitative approach utilising individual thematic interviews for data collection. A purposive sample consisting of 20 volunteer nurse educators from five higher education institutions was used for the purpose. Data was collected in semi-structured interviews based on a literature review of previous studies. The data were analysed using inductive content analysis. The COnsolidated criteria for REporting Qualitative research (COREQ) criteria were used in the reporting of this study., Results: According to the content analysis, three main categories describing aspects related to the competence and competence development of CALD nursing students were identified: 1) educator's competence to support student's learning process and competence development, 2) development of supportive structures and safe learning environments, and 3) student-specific competence and competence development. The educators emphasised that setting clear goals, providing encouragement, having an open discussion, and student-centered approach to support their learning process and create a safe learning environment., Conclusions: Supporting the learning process of CALD nursing students and developing safe learning environments were considered essential for the development of competence. These areas must be supported by developing educators' pedagogical and cultural competence and providing sufficient resources for both students and educators. In addition, the curriculum must be designed to support these aspects., Competing Interests: Declaration of competing interest Given the role as Editor on this journal, Professors Kristina Mikkonen had no involvement in the peer-review of this article and has no access to information regarding its peer-review. Full responsibility for the editorial process for this article was delegated to an independent., (Copyright © 2024 The Author(s). Published by Elsevier Ltd.. All rights reserved.)
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- 2024
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24. Generic competence among health sciences students in higher education - A cross-sectional study.
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Pramila-Savukoski S, Jarva E, Kuivila HM, Juntunen J, Koskenranta M, Kääriäinen M, and Mikkonen K
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- Humans, Cross-Sectional Studies, Finland, Delivery of Health Care, Health Promotion, Clinical Competence, Students, Students, Nursing
- Abstract
Background: Highly competent health care experts are needed for the development of the social and health care sectors. More knowledge is needed on the levels of generic competencies that health sciences experts possess, particularly in the context of complex decision-making., Objectives: To describe self-evaluated generic competence of health sciences students and its associated factors., Design: A cross-sectional observational study design., Participants: A total of 291 health science students in five universities in Finland participated in this study during the spring of 2022., Methods: The data was collected by using the HealthGenericCom instrument with 88 items and 8 sum dimensions using a five-point Likert scale (1-poor to 5-excellent): 1) competence in leadership, administration, and finance; 2) people-centred guiding competence; 3) competence of health promotion; 4) competence of evidence-based practice; 5) digital competence; 6) competence in work well-being and self-management; 7) competence in collaboration and problem-solving, and 8) competence in societal interaction. The K-means cluster algorithm was used to classify generic competence profiles to identify the profiles of health sciences students., Results: Four generic health sciences competence profiles (A = 18 %, B = 23 %, C = 33 %, D = 26 %) were identified. Profile A demonstrated the lowest level of most generic competencies in health sciences. Digital competence was shown to be at the lowest level among the participants, whereas competence in collaboration, problem-solving, and health promotion was evaluated as the highest competence level. The students evaluated their competence as being higher when they were older, were currently engaged in master's degree programmes, had completed work-based practical training in social and health care, and had varied work experiences or held leading positions., Conclusions: Students need to improve their generic competencies in health sciences, with a particular focus on developing their digital competence. More focus should be given to work-based practical training., Competing Interests: Declaration of competing interest Given her role as Editor of the target journal, Professor Kristina Mikkonen had no involvement in the peer-review of this article and has no access to information regarding its peer-review. An independent editor was given full responsibility for the editorial process of this article., (Copyright © 2023 The Authors. Published by Elsevier Ltd.. All rights reserved.)
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- 2024
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25. Nurse leaders' experiences of how culturally and linguistically diverse registered nurses integrate into healthcare settings: An interview study.
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Kamau S, Oikarainen A, Kiviniitty N, Koskenranta M, Kuivila H, Tomietto M, Kanste O, and Mikkonen K
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- Humans, Delivery of Health Care, Qualitative Research, Hospitals, Workforce, Leadership, Nurses, Nurse Administrators
- Abstract
Aim: To describe nurse leaders' experiences of how culturally and linguistically diverse registered nurses integrate into healthcare settings., Design: A qualitative descriptive study design., Participants: A total of 13 nurse leaders were recruited from four primary and specialized healthcare organizations in Finland., Methods: Data were collected through individual semi-structured interviews and analyzed using inductive content analysis., Results: 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., Conclusions: 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., Impact: 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., Competing Interests: Declaration of Competing Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2023 The Authors. Published by Elsevier Ltd.. All rights reserved.)
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- 2023
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26. Ethical and cultural competence of social- and health care educators from educational institutions - Cross-sectional study.
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Erkkilä P, Koskenranta M, Kuivila H, Oikarainen A, Kamau S, Kaarlela V, Immonen K, Koskimäki M, and Mikkonen K
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- Humans, Cross-Sectional Studies, Educational Status, Delivery of Health Care, Cultural Competency, Students
- Abstract
Background: The international mobility has increased cultural diversity in social- and health care. As such, ethical and cultural competence is an essential skill among educators. They are promoting the ethical and cultural competence and professional growth of students with diverse backgrounds and, therefore, must be ethically and culturally competent., Aim: The aim of the study was to identify distinct ethical and cultural competence profiles of social- and health care educators and explore the associated factors., Research Design: A descriptive cross-sectional survey design was used to collect quantitative observational data in 2020-2021. Competence profiles were identified by K-means clustering based on answers to an instrument focussing on educators' ethical and cultural competence., Participants and Research Context: Participants (N = 1179, n = 243) were social- and health care educators based at 10 universities of applied sciences and 10 vocational colleges in Finland., Ethical Considerations: The research adhered to good scientific practice. A research permit was received from each educational institution that participated in the study. The privacy of the participants was protected throughout the study., Results: The analysis identified three profiles of educators (A, B, C) based on self-assessed ethical and cultural competence. Profile A educators demonstrated high scores across all three competence areas. Profile B educators had high scores for ethical knowledge and intermediate scores for other competence areas. Profile C educators demonstrated intermediate scores across all three competence areas. An educator's pedagogical education was found to significantly influence which profile they belonged to., Conclusions: The educators generally evaluated their ethical and cultural competence highly. Educators understand the importance of professional ethics in their work, but they need additional support in developing ethics skills in their daily work. Among all educators, there is a need for developing international and culturally diverse collaboration., (© 2023 The Authors. Scandinavian Journal of Caring Sciences published by John Wiley & Sons Ltd on behalf of Nordic College of Caring Science.)
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- 2023
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27. Nurse educators' views of integrating culturally and linguistically diverse future registered nurses into healthcare settings: A qualitative descriptive study.
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Kamau S, Oikarainen A, Juntunen MM, Koskenranta M, Kuivila H, Tomietto M, and Mikkonen K
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- Humans, Faculty, Nursing, Qualitative Research, Language, Delivery of Health Care, Nurses
- Abstract
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., (© 2023 The Authors. Journal of Advanced Nursing published by John Wiley & Sons Ltd.)
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- 2023
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28. Nurse leaders' perceptions of competence-based management of culturally and linguistically diverse nurses: A descriptive qualitative study.
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Kiviniitty N, Kamau S, Mikkonen K, Hammaren M, Koskenranta M, Kuivila HM, and Kanste O
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- Humans, Qualitative Research, Health Personnel, Mentors, Mentoring, Nursing Care
- Abstract
Aim(s): To describe nurse leaders' perceptions of culturally and linguistically diverse (CALD) nurses' competence-based management., Design: A descriptive qualitative study of the competence-based management of CALD nurses, from the perspectives of nurse leaders in three primary and specialised medical care organisations. This study followed the COREQ guidelines., Methods: Qualitative semi-structured individual interviews were conducted with 13 nurse leaders. Eligible interviewees were required to have management experience, and experience of working with or recruiting CALD nurses. Data were collected during November 2021-March 2022. The data were analysed using inductive content analysis., Results: Competence-based management was explored in terms of competence identification and assessment of CALD nurses, aspects which constrain and enable competence sharing with them, and aspects which support their continuous competence development. Competencies are identified during the recruitment process, and assessment is based primarily on feedback. Organisations' openness to external collaboration and work rotation supports competence sharing, as does mentoring. Nurse leaders have a key role in continuous competence development as they organise tailored induction and training, and can indirectly reinforce nurses' work commitment and wellbeing., Conclusion(s): Strategic competence-based management would enable all organisational competencies potential to be utilised more productively. Competence sharing is a key process for the successful integration of CALD nurses., Relevance to Clinical Practice: The results of this study can be utilised to develop and standardise competence-based management in healthcare organisations. For nursing management, it is important to recognise and value nurses' competence., Impact: The role of CALD nurses in the healthcare workforce is growing, and there is little research into the competence-based management of such nurses., Patient or Public Contribution: No patient or public contribution., (© 2023 The Authors. Nursing Open published by John Wiley & Sons Ltd.)
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- 2023
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29. Mentors' cultural competence at mentoring culturally and linguistically diverse nursing students in clinical practice: An international cross-sectional study.
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Luukkonen AL, Kuivila H, Kaarlela V, Koskenranta M, Kaučič BM, Riklikiene O, Vizcaya-Moreno F, Pérez-Cañaveras RM, Filej B, Oikarainen A, Kääriäinen M, and Mikkonen K
- Subjects
- Humans, Mentors, Cross-Sectional Studies, Cultural Competency, Clinical Competence, Mentoring, Students, Nursing
- Abstract
Aims: This study aimed to identify mentors' cultural competence profiles at mentoring culturally and linguistically diverse nursing students in clinical practice and explore associating factors., Background: 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., Design: This study implemented a cross-sectional design with a final sample of 270 clinical practice mentors from Finland, Lithuania, Spain and Slovenia., Methods: 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., Results: 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., Conclusions: 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., Competing Interests: Declaration of Competing Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2023 The Authors. Published by Elsevier Ltd.. All rights reserved.)
- Published
- 2023
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30. Culturally and linguistically diverse registered nurses' experiences of integration into nursing workforce - A qualitative descriptive study.
- Author
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Kamau S, Koskenranta M, Isakov TM, Kuivila H, Oikarainen A, Tomietto M, and Mikkonen K
- Subjects
- Humans, Qualitative Research, Delivery of Health Care, Workforce, Language, Nurse Administrators
- Abstract
Background: The nursing shortage is a global and ongoing phenomenon that is expected to worsen. In many countries, imbalances in the nursing workforce will require international recruitment and plans to increase domestic and international nursing graduates. Nurses from culturally and linguistically diverse backgrounds have been reported to experience challenges while integrating into the workforce., Aim: To describe culturally and linguistically diverse registered nurses' experiences of their integration into the Finnish nursing workforce., Methods: The study adopted a qualitative descriptive design. Data were collected during the spring of 2021 from 24 culturally and linguistically diverse registered nurses working in various healthcare settings in Finland. Data were analyzed using content analysis, which resulted in 596 open codes, 21 sub-categories, and 8 categories., Results: According to the performed analysis, culturally and linguistically diverse nurses in Finland face cultural, ethnic and linguistic challenges. Organizational acceptance and acknowledgement of culturally and linguistically diverse nurses' competence can help decrease the practice of deskilling and the perception that foreign nurses have purely opportunistic goals. Cultural and language learning support, tailored orientation programs, and mentorship are the most common organizational strategies for supporting integration and competence development. The role of the nurse manager and organizational strategies were also identified as essential components of smooth integration, work wellbeing and retention., Conclusions: Finnish healthcare organizations need to implement strategies that support culturally and linguistically diverse nurses' integration into the workforce. Nurse managers are important leaders that can foster culturally and linguistically diverse nurses' competence development, ensure the efficient use of their specialized skills, promote work wellbeing, and improve nurse retention., Competing Interests: Declaration of competing interest Given their role as Editor on this journal, Professor Kristina Mikkonen had no involvement in the peer-review of this article and has no access to information regarding its peer-review. Full responsibility for the editorial process for this article was delegated to an independent Editor. The authors have no conflict of interests to declare., (Copyright © 2022 The Authors. Published by Elsevier Ltd.. All rights reserved.)
- Published
- 2023
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31. The influence of digital learning on health sciences students' competence development- A qualitative study.
- Author
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Pramila-Savukoski S, Kärnä R, Kuivila HM, Juntunen J, Koskenranta M, Oikarainen A, and Mikkonen K
- Subjects
- Humans, Qualitative Research, Students, Clinical Competence, Professional Competence, Learning, Students, Nursing
- Abstract
Background: Health care experts need high levels of competence, yet there is little evidence on the influence of digital learning on health science students' competence development., Objectives: This study aims to describe health sciences students' experiences of the development of their competence and the influences of digital learning upon their competence., Design: A qualitative descriptive research., Participants: A total of 15 health sciences students were interviewed., Methods: The data was collected by using individual semi-structured interviews during the spring of 2021. The data was analyzed using content analysis., Results: The health sciences students felt that their expertise encompasses motivation for future career development, understanding the social and professional influences on their career development, versatile expertise in various aspects of health sciences, and developing competence in different learning environments. The students recognized that digital learning requires the active participation, digitalization is a part of a successful learning environment, and digital learning challenges social interactions. The students' digital learning facilitated competence development, which broadened their understanding of skills relevant to health sciences; however, these benefits could only be obtained when including adequate support., Conclusions: The results hold social value for the development of health sciences education as policy-makers can use the presented information to develop high-quality, digital learning procedures., Competing Interests: Declaration of competing interest Given her role as Editor of the target journal, Professor Kristina Mikkonen had no involvement in the peer-review of this article and has no access to information regarding its peer-review. An independent editor was given full responsibility for the editorial process of this article., (Copyright © 2022 The Authors. Published by Elsevier Ltd.. All rights reserved.)
- Published
- 2023
- Full Text
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32. Integration strategies and models to support transition and adaptation of culturally and linguistically diverse nursing staff into healthcare environments: An umbrella review.
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Kamau S, Koskenranta M, Kuivila H, Oikarainen A, Tomietto M, Juntunen J, Tuomikoski AM, and Mikkonen K
- Subjects
- Humans, Mentors, Delivery of Health Care, Language, Communication, Nursing Staff
- Abstract
Aims: The aim of this umbrella review was to establish recent evidence on integration strategies and models to support transition and adaptation of culturally and linguistically diverse nursing staff into healthcare environments., Design: Umbrella review conducted according to Joanna Briggs institute guidelines., Data Sources: Data were collected from CINAHL, PubMed, Medic, ProQuest and Scopus electronic databases in 2021., Review Methods: Two researchers simultaneously screened studies' eligibility by title, abstract and full text. Quality appraisal for the selected studies was assessed according to Joanna Briggs institute critical appraisal. Data were synthesized by conducting content analysis., Results: Twenty-seven reviews were included in the final synthesis. Strategies and models for supporting the transition and adaptation of culturally and linguistically diverse nursing staff into healthcare environments were structured as intra-organizational, sociocultural, and professional development. Intra-organizational strategies and models were unique to a particular organization and included policies and support, diversity, collegial and peer support, employee treatment and workplace environment. Sociocultural strategies and models addressed social, cultural and group dynamics using cultural training, learning and support, social support and friendships, language and communication, and personal skills development. Professional development enhanced nursing competence, ability to practice and workplace professional development. This was supported through licensure and orientation to work, career and competence development, and workplace mentorship and preceptorship., Conclusion: There is a need to understand culturally and linguistically diverse nurses' needs and motivation to integrate, which is essential toward developing efficient integrational strategies and models. Strategies and models also need to support cultural and personal competence development of native nurses to aid efficient integration of culturally and linguistically diverse colleagues. Future studies can evaluate nursing workforce shortages and their implications on integration process., Competing Interests: Declaration of Competing Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2022 The Author(s). Published by Elsevier Ltd.. All rights reserved.)
- Published
- 2022
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