Social, health and rehabilitation sector educators’ competence in evidence‐based practice: A cross‐sectional study

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