scholarly journals Health and social welfare professionals’ self-rated competence and feedback following a simulation-based coaching intervention in small and medium-sized enterprises

2019 ◽  
Vol 7 (4) ◽  
pp. 30
Author(s):  
Mari Helena Salminen-Tuomaala ◽  
Elina Kangasluoma ◽  
Kirsi Paavola ◽  
Sami Perälä ◽  
Sirke Uitto
Keyword(s):  
Social Welfare ◽  
Great Majority ◽  
Development Project ◽  
Learning Needs ◽  
Online Questionnaire ◽  
Electronic Learning ◽  
Coaching Intervention ◽  
Health And Social Care ◽  
Simulation Based ◽  
Social Fund

Objective: To examine how health and social welfare professionals in small and medium-sized companies (SMEs) rated their theoretical, practical, and interaction competencies following simulation-based coaching, and to collect feedback for the coaching intervention.Methods: This quantitative survey is part of a wider research and development project conducted in Finland in the years 2017-2019 with assistance from the European Social Fund and carried out in collaboration between two educational institutions. Respondents were 107 nurses and other health and social care professionals in 20 SMEs. Data collection took place using an online questionnaire in May 2019. The data were analyzed using IBM SPSS for Windows 25.Results: The great majority of the participants were satisfied with the coaching intervention. Respondents rated their theoretical, practical, and interaction competencies as good. They also felt confident about their skills in learning, problem-solving, and action-based learning. Among the most salient learning needs were the use of digital tools, social media, and electronic learning environments, and the need to practice remote counseling.Conclusions: The results indicate a need to provide continuing education on information and communication technology for health and social welfare professionals in small and medium-sized companies.

scholarly journals The simulation coaching concept - A step towards expertise

2020 ◽  
Vol 10 (4) ◽  
pp. 83
Author(s):  
Mari Salminen-Tuomaala ◽  
Jaakko Hallila ◽  
Asta Niinimäki ◽  
Paula Paussu
Keyword(s):  
Healthcare Professionals ◽  
Professional Competence ◽  
Development Project ◽  
Educational Institutions ◽  
Learning Needs ◽  
Healthcare Staff ◽  
Learning Skills ◽  
Ongoing Research ◽  
Coaching Intervention ◽  
Simulation Based

Background and objective: This paper presents a sub-study of an ongoing research and development project (August 1, 2017-December 31, 2019), whose aim has been to use simulation-based coaching to meet social and healthcare staff’s self-reported learning needs in 20 small and medium-sized enterprises in Finland. Two regional educational institutions are responsible for the management of the project. The study aim was to examine the development of self-rated professional competence and expertise of social and healthcare staff, following a simulation coaching project.Methods: An electronic questionnaire was used to collect information about participants’ self-rated expertise, first in November 2017 and again in May 2019 following the simulation-based coaching intervention. IBM SPSS for Windows 25 was used to analyse the data.Results: The respondents appreciated simulation coaching as an effective way of developing expertise and the continuous learning skills of professionals. In this project, coaching was considered to be especially suitable for theoretical and practical management of acute situations; for keeping up with change in society; for anticipating development needs, and for promoting the attractiveness and competitiveness of the company where they worked.Conclusions: The simulation coaching concept, which involves action-based and concrete ways of developing theoretical and practical competence, is well suited for social and healthcare professionals undertaking continuing education. Using the companies’ own facilities facilitates participation and application of new knowledge and skills.

scholarly journals Health and social care leaders’ self-rated competence and learning needs in small and medium-sized enterprises

2019 ◽  
Vol 7 (2) ◽  
pp. 62
Author(s):  
Mari Helena Salminen-Tuomaala ◽  
Kirsi Paavola ◽  
Paula Paussu
Keyword(s):  
Social Services ◽  
Group Dynamics ◽  
Qualitative Data ◽  
Social Care ◽  
Development Project ◽  
Learning Needs ◽  
Health And Social Services ◽  
Health And Social Care ◽  
Simulation Based ◽  
Dialogic Interaction

Objective: The study is a descriptive survey based on quantitative and qualitative data. Its purpose is to describe leaders’ self-assessed competence and learning needs in small and medium-sized health and social care enterprises as part of a larger research and development project in Finland. The information produced will be used in planning a simulation-based coaching intervention. The project partners are a health technology enterprise and two educational institutions.Methods: Data were collected in late 2017 from 23 leaders of 20 enterprises using an internet-based questionnaire. The quantitative data were analyzed using SPSS for Windows and the qualitative data using inductive content analysis.Results: The leaders felt confident about their ability to organize day-to-day activities, but reported learning needs related to interaction and entrepreneurship. Training was required in supporting staff in challenging situations, in understanding group dynamics and in developing dialogic interaction and emotional intelligence. The leaders were interested in learning how to market their services and improve the competitiveness of their enterprise with help of digitalization and networking, and how to prepare for the reform of health and social services. Most leaders were involved in practical care work and reported a need to update their clinical skills.Conclusions: Increasing self-management contents and fostering an entrepreneurial attitude in nursing and social work curricula may provide one answer to the learning needs reported in this study. Simulation-based education can provide an effective learning environment for both students and professionals in health and social services.

scholarly journals MOOCs as open online learning tools for developing competences related to digital health and social care services for multidisciplinary students

2020 ◽  
Vol 12 (4) ◽  
Author(s):  
Outi Maria Ahonen ◽  
Virve Pekkarinen
Keyword(s):  
Online Learning ◽  
Quantitative Methods ◽  
Social Care ◽  
Digital Health ◽  
Learning Opportunities ◽  
Development Project ◽  
Learning Tools ◽  
Online Questionnaire ◽  
Care Services ◽  
Health And Social Care

Digital health and social care services are increasing worldwide, and the rapidly changing nature of the world is creating a need for new competences among health and social care students and professionals. The purpose of this paper is to describe the pedagogical solutions of the SotePeda 24/7 national educational development project and to explore especially the massive open online courses (MOOCs) related to digital health and social care services as open (CC BY-SA 4.0) and flexible opportunities for developing the competence of multidisciplinary students and professionals. The data were collected via an online questionnaire from 266 Finnish University of Applied Science (UAS) students participating in the 20 MOOCs piloted during the spring 2020 semester. The majority of the participants (87.6%) came from the health and social care fields. From the 913 registrees, 562 (62%) completed the MOOCs. While piloting the MOOCS, the COVID-19 pandemic influenced heavily, and this may have increased the number of participants in the MOOCs, but also affecting the MOOCs in decreased retention and increased number of dropouts. To motivate students to actively complete the MOOCs, most were offered as 1-ECTS credit courses. Shorter study units were used as they were considered more flexible than longer ones, allowing students to find time to complete them more easily. The data were analysed using nonparametric quantitative methods. According to the results, the MOOCs were very successful in offering students flexible and open online learning opportunities and tools for developing their competences. MOOCs can potentially be efficient tools also in developing professionals’ competences and pursuing lifelong learning. There is a fruitful ground in Finland to utilize open online learning opportunities as tools for developing competences because the already wide usage of digital tools and solutions in the country.

scholarly journals Designing appropriate English learning materials for Nautical Department at Politeknik Ilmu Pelayaran Semarang

LEKSIKA ◽  
2020 ◽  
Vol 14 (2) ◽  
pp. 67
Author(s):  
F Fatimah ◽  
Irma Shinta Dewi ◽  
Sri Purwantini
Keyword(s):  
Research And Development ◽  
Teaching And Learning ◽  
Development Project ◽  
Learning Needs ◽  
English Learning ◽  
Expert Consultation ◽  
The Third ◽  
Need Analysis ◽  
Interview Guide ◽  
The Subject

This research  is aimed to find out the target and learning needs of Nautical students at PIP Semarang and designing the appropriate material for Nautical students at PIP Semarang. This is a Research and Development project. The steps of doing this research are (1) need analysis (2) make syllabus (3) designing materials (4) expert consultation (5) try out material (6) evaluation. The subject of this research is the third-semester students of Nautical department at PIP Semarang. The instruments used are questionnaires for need analysis, interview guide and observation sheets. The data were analyzed by using descriptive quantitative and qualitative. The results of the research recommend three  units namely (1) Initial Call (2) Message Marker and (3) On Board Communication Phrases which are developed with communicative approach. The research gives contribution to the teaching and learning English at Nautical Department of Politeknik Ilmu Pelayaran Semarang.

scholarly journals Evaluation of User Reactions and Verification of the Authenticity of the User’s Identity during a Long Web Survey

2021 ◽  
Vol 11 (22) ◽  
pp. 11034
Author(s):  
Evgeny Nikulchev ◽  
Alexander Gusev ◽  
Dmitry Ilin ◽  
Nurziya Gazanova ◽  
Sergey Malykh
Keyword(s):  
Network Models ◽  
Psychological Research ◽  
The Internet ◽  
Web Survey ◽  
Web Surveys ◽  
Neural Network Models ◽  
Online Questionnaire ◽  
Interface Elements ◽  
Electronic Learning ◽  
The Given

Web surveys are very popular in the Internet space. Web surveys are widely incorporated for gathering customer opinion about Internet services, for sociological and psychological research, and as part of the knowledge testing systems in electronic learning. When conducting web surveys, one of the issues to consider is the respondents’ authenticity throughout the entire survey process. We took 20,000 responses to an online questionnaire as experimental data. The survey took about 45 min on average. We did not take into account the given answers; we only considered the response time to the first question on each page of the survey interface, that is, only the users’ reaction time was taken into account. Data analysis showed that respondents get used to the interface elements and want to finish a long survey as soon as possible, which leads to quicker reactions. Based on the data, we built two neural network models that identify the records in which the respondent’s authenticity was violated or the respondent acted as a random clicker. The amount of data allows us to conclude that the identified dependencies are widely applicable.

scholarly journals The definitions of health care and social welfare informatics competencies

2021 ◽  
Vol 13 (2) ◽  
Author(s):  
Minna Tiainen ◽  
Outi Ahonen ◽  
Leena Hinkkanen ◽  
Elina Rajalahti ◽  
Alpo Värri
Keyword(s):  
Health Care ◽  
Social Welfare ◽  
Social Care ◽  
Well Being ◽  
Health And Social Care ◽  
Digital Environments ◽  
Version 2.0 ◽  
Digital Competencies ◽  
Definition Of ◽  
Health And Well Being

Digital transformation is changing the ecosystem and at the same time professionals’ competencies worldwide. Minimising health care and social welfare costs while increasing citizens’ health and well-being is challenging. Technology and digital tools play an important role in reaching this goal. However, there are inequalities concerning technology, and this has many impacts. Digitalisation brings challenges not only to health care and social welfare professionals but to citizens, too. Working with or using services in digital environments demands new skills. This has social and ethical impacts, e.g. how is equal access to services ensured. Health and social care professionals should have different competencies to respond to this, such as societal competencies. The purpose of this article is to describe how the definition of competencies in health care and social welfare version 1.0 (developed in the national SotePeda 24/7 project) was finalised as the final version 2.0 for Finnish healthcare and social welfare education by experts’ evaluation. Data was collected through an electronic questionnaire administered to selected experts (N=140) during January 2020. The number of experts who responded to the study was 52. These experts (social and health, business and IT) work or have worked in tasks related to the digitalisation of social and health care. The questionnaire was based on version 1.0 of the definition of digital competencies of health care and social welfare informatics. The questionnaire was mainly quantitative, but it also included open-ended qualitative questions. The experts agreed to a large extent on the version 1.0 definition, but some adjustments were made to the definition based on our study. The resulting definition is intended for use in the planning, implementation and evaluation of health care and social welfare education, but it can also be used for polytechnic education. The aim is to develop the digital skills of educators, degree students and in-service trainees in a multidisciplinary way (social and health, business and IT) to meet the needs of working life.

The Italian Master in Clinical Bioethics Consultation: 2013-2020 Experience

2021 ◽  
Vol 66 (Special Issue) ◽  
pp. 152-152
Author(s):  
Dario Sacchini ◽  
◽  
Pietro Refolo ◽  
Barbara Corsano ◽  
Mario Picozzi ◽  
...  
Keyword(s):  
Ethics Consultation ◽  
Learning Needs ◽  
Clinical Settings ◽  
Local Health ◽  
University Campus ◽  
Clinical Bioethics ◽  
Sacred Heart ◽  
Health And Social Care ◽  
The One ◽  
Basic Features

"This work is aimed at critically illustring the eight-year experience of the Master in “Clinical Bioethics Consultation” (2013-2020). This advanced second-level Master was promoted in 2013 by the Catholic University of the Sacred Heart of Rome, and co-worked by other Italian clinical as well as academic institutions (University Campus Bio-medico of Rome, Insubria University of Varese, “Federico II” University of Naples, Lanza Foundation of Padua, Local Health and Social Care Unit n. 7 (ULSS) of Veneto Region, Treviso; Ospedale San Giovanni Calibita Fatebenefratelli – Isola Tiberina, Rome, and Italian Group for clinical ethics consultation (GIBCE)). To this aim, it first will discuss two points: on the one hand, an epistemological one, i.e. the justification of the activity of ethics consultant in clinical settings supported by the authors; on the other hand, a pedagogical one, i.e. the identification of the learning needs clinical bioethics gives birth to. The second part of the work will focus on the experience of the Master, explaining its basic features (objectives, methods, contents, evaluation tools, etc), offering a critical review, and identifying the challenges this initiative has to face in the next future. "

scholarly journals ASPiH standards for simulation-based education: process of consultation, design and implementation

2017 ◽  
Vol 4 (3) ◽  
pp. 117-125 ◽  
Author(s):  
Makani Purva ◽  
Jane Nicklin
Keyword(s):  
Best Practice ◽  
Evidence Base ◽  
Development Project ◽  
Full Potential ◽  
Guidance Document ◽  
Consultation Process ◽  
For Profit ◽  
Simulation Based ◽  
Literature Evidence ◽  
The Uk

There is widespread enthusiasm and emerging evidence of the efficacy of simulation-based education (SBE) but the full potential of SBE has not been explored. The Association for Simulated Practice in Healthcare (ASPiH) is a not-for-profit membership association with members from healthcare, education and patient safety background. ASPiH’s National Simulation Development Project in 2012 identified the lack of standardisation in the approach to SBE with failure to adopt best practice in design and delivery of SBE programmes. ASPiH created a standards project team in 2015 to address this need. The article describes the iterative process modelled on implementation science framework, spread over six stages and 2 years that resulted in the creation of the standards. The consultation process supported by Health Education England resulted in a unique document that was driven by front line providers while also having strong foundations in evidence base. The final ASPiH document consisting of 21 standards for SBE has been extensively mapped to regulatory and professional bodies in the UK and abroad ensuring that the document is relevant to a wide healthcare audience. Underpinning the standards is a detailed guidance document that summarises the key literature evidence to support the standard statements. It is envisaged the standards will be widely used by the simulation community for quality assurance and improving the standard of SBE delivered.

scholarly journals Development of a Rural Inter-professional Simulation Course: an initiative to improve trauma and emergency team management in New Zealand rural hospitals

2019 ◽  
Vol 11 (1) ◽  
pp. 16 ◽  
Author(s):  
Marc Gutenstein ◽  
Sampsa Kiuru ◽  
Steve Withington
Keyword(s):  
New Zealand ◽  
Learning Strategies ◽  
Research Evaluation ◽  
Course Evaluation ◽  
Rural Hospitals ◽  
Rural Hospital ◽  
Learning Needs ◽  
Emergency Team ◽  
Care Assessment ◽  
Simulation Based

ABSTRACT BACKGROUND AND CONTEXT New Zealand is a largely rural nation. Despite the regionalisation of trauma services, rural hospitals continue to provide trauma and emergency care. A dedicated rural inter-professional team-based simulation course was designed, as part of a wider strategy of using simulation-based education to address the disparity in experience and training for rural hospital teams providing emergency and trauma care. ASSESSMENT A pre-course questionnaire identified learning needs. Post-course evaluation and a follow-up survey assessed participants’ perception of the course, and whether lasting changes in clinical or organisational practice occurred. RESULTS Three courses were provided over 2 years to 60 interprofessional participants from eight rural hospitals. The course employed an interprofessional faculty and used skill workshops and high-fidelity trauma simulations to address learning needs identified in pre-course research. Evaluation showed the course to be an effective learning experience for participants. The post-course survey indicated possible lasting changes in team performance and rural hospital protocols. This educational strategy also allowed the collection of research data for investigating rural team dynamics and interprofessional learning. STRATEGIES FOR IMPROVEMENT Further development of rural interprofessional simulation courses should include more diverse clinical content, including paediatric and medical scenarios. Participant access was sometimes limited by typical rural challenges such as hospital staffing and locum availability. LESSONS Rural simulation-based education is both effective for rural trauma team training and a vehicle for rural research; however, there are challenges to participant access and course sustainability, which echo the rural–urban disparity.

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