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School exhaustion among upper secondary school students has increased at an alarming rate in recent years. There is evidence that this exhaustion affects students' ability to study, and that students experience their studies as burdensome. Distance learning has further weakened students' ability to study. This study aimed to describe upper secondary students' experiences of how exercise breaks affect their studying and well-being. The data were collected through thematic interviews with 15 first-year upper secondary students in the spring of 2021. The data were analyzed by inductive content analysis. The results indicate that exercise breaks positively influenced students' subjective experiences of their studying ability and well-being. This insight could be relevant to planning secondary education, teacher training, and school health care, along with the development of services to support well-being among upper secondary students.

This study focuses on collegiality competence among social and healthcare educators, aiming to identify profiles and factors linked to these profiles. The importance of collegiality for educators' career growth and workplace well-being has been recognized, but less attention has been given to specific profiles and their underlying factors. Data from educators in vocational institutions and universities of applied sciences were collected using the CollegialityComp instrument, assessing five competence areas: 1) individual-centered collaboration, 2) educator action and fairness, 3) collaboration among colleagues, 4) collaboration outside the organization, and 5) communication and trust. Three educator profiles emerged: Profile A displayed high competence in all areas, Profile B showed strong competence in certain areas, and Profile C demonstrated intermediate competence across all. Education and job title significantly linked to specific profiles. Educators with doctoral degrees had lower collegiality levels. The findings suggest the importance of facilitating external collaboration for educators and providing extra support for high-degree educators to enhance their collegial behavior. Additional resources may be needed to bolster the collegiality competence of educators with significant responsibilities.

Background: Health sciences education prepares students for social- and healthcare by developing evidence-based nursing, leadership and working life skills, including collaboration. Due to the changes caused by the global pandemic, health sciences education has shifted more to online and hybrid contexts, which can challenge students' competence development. Students' competence development and interaction in collaborative hybrid learning is a little researched area. Objectives: To observe and evaluate health sciences students' competence development in a collaborative hybrid learning context. Methods: This quasi-experimental mixed-method study was implemented by providing educational intervention. First-year Bachelor's degree health sciences students (n = 18) of a Finnish university completed an educational intervention with synchronous online and face-to-face learning. Students' collaborative hybrid learning and interaction were video observed, while self-evaluation of competence development was made with a questionnaire. Results: In the collaborative interactions, the students showed analytical thinking, problem- solving and communication and technology skills. Extensive knowledge of health sciences and ethics skills was not strongly visible in interaction. The students effectively used collaborative work time to perform tasks. Cognitive interaction (monitoring and evaluating learning) was observed in 85% and socio-emotional interaction (expressions of emotions and motivation) in 53% of the data. Related to the students' learning results, the students' ability to communicate and interact with culturally different people improved after the educational intervention. Conclusion: Collaborative learning methods in hybrid learning can create opportunities for students to construct their competence in interaction. Attention should be paid to different areas of competence and the role of socio-emotional interaction.

Abstract Aim To describe practical nursing students', mentors' and educators' perceptions of student learning and assessment of learning progress during work‐based learning. Design A qualitative descriptive study. Methods The research data were collected by interviewing eight practical nursing students, 12 mentors and eight educators (total n = 28) from three vocational institutions and four social‐ and health care organizations in Finland during November 2019–September 2020. The interviews were conducted as focus group interviews, after which the collected material was subjected to content analysis. The researchers had received appropriate research permits from the target organizations. Results Work‐based learning depends on the student, who must be goal‐oriented and responsible for their own learning. The mentor also plays a key role in the learning process as the supporter and enabler of a student's goal‐oriented learning process. The educator is responsible for instructing both students and mentors, and supporting a student's goal‐oriented learning process. The vocational institution also has a role in successful learning among practical nursing students as an enabler of students' individual learning process. The participants shared that the workplace is responsible for ensuring a secure learning environment.

Aims: To identify healthcare professionals' digital health competence profiles and explore associated factors to digital health competence in healthcare settings. Design: A cross‐sectional study. Methods: Data were collected from 817 healthcare professionals from nine organizations with an electronic questionnaire by using Digital Health Competence instrument (42 items) and Aspects Associated with Digital Health instrument (15 items) between 1st March and 31st July 2022. K‐means clustering was used to describe digital health competence profiles. Binary logistic regression analysis was used to explore associated factors. Results: Analysis revealed three digital health competence profiles: A – high competence (n = 336), B – intermediate competence (n = 352) and C – low competence (n = 129). Between the profiles, digital health competence showed significant differences (p <.001). Recent graduation year, working in outpatient environments and leader or specialist position were associated with higher digital health competence. Organizational practices and the influence from colleagues improved competence in human‐centred remote counselling, digital solutions as part of work, competence in utilizing and evaluating digital solutions and ethical competence. Support from management improved digital solutions as part of work and ethical competence. Conclusion: Nursing and allied health professionals working in other than outpatient environments should be specifically acknowledged when digital health competence development initiatives are designed and targeted. The positive influence from colleagues could be harnessed by enhancing their involvement in digital health competence development methods such as orientation, mentoring or coaching. Additionally, managers should take a stronger role in supporting different areas of digital health competence. Impact: This was the first study that explored healthcare professionals' digital health competence profiles and associated factors. The detection of healthcare professionals' digital health competence profiles guides the development of digital health education according to different needs in healthcare environments. Reporting Method: The study has adhered to STROBE guidelines. Patient or Public Contribution: No patient or public contribution. [ABSTRACT FROM AUTHOR]

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.