The hybrid education competence of educators in the social, healthcare, and health science fields: a cross-sectional study
Jämsä, Riina; Pramila-Savukoski, Sari; Kuivila, Heli-Maria; Jokinen, Henna; Juntunen, Jonna; Koskimäki, Minna; Törmänen, Tiina; Mikkonen, Kristina (2024-05-26)
Elsevier
26.05.2024
Jämsä, R., Pramila-Savukoski, S., Kuivila, H.-M., Jokinen, H., Juntunen, J., Koskimäki, M., Törmänen, T., & Mikkonen, K. (2024). The hybrid education competence of educators in the social, healthcare, and health science fields: A cross-sectional study. Teaching and Learning in Nursing, 19(3), e550–e556. https://doi.org/10.1016/j.teln.2024.03.012
https://creativecommons.org/licenses/by/4.0/
© 2024 The Authors. Published by Elsevier Inc. on behalf of Organization for Associate Degree Nursing. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).
https://creativecommons.org/licenses/by/4.0/
© 2024 The Authors. Published by Elsevier Inc. on behalf of Organization for Associate Degree Nursing. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).
https://creativecommons.org/licenses/by/4.0/
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:oulu-202405273977
https://urn.fi/URN:NBN:fi:oulu-202405273977
Tiivistelmä
Abstract
Background:
Hybrid education has become a topical issue, and identified as an area for development.
Aim:
The aim of this study was to describe and explain educators’ hybrid education competence areas in higher education and the factors associated with these areas.
Methods:
The data was collected nationally in Finland using the HybridEduCom instrument (Likert scale 1–5) from social, healthcare, and health science educators (n = 1689) between August and November 2022, with a response rate of 12% (n = 206).
Results:
Logistic regression analysis was used to identify the effects of educators’ background factors on the hybrid education competence. Educators rated interaction competence as the strongest (3.15) and digital pedagogical competence as the weakest (2.78). Three clusters of competence profiles—A (an advanced level, 31.1%), B (a good level, 42.2%) and C (a beginner level, 26.7%)—were generated from the data, with a statistically significant difference (p < 0.001).
Conclusions:
This study showed that educators need the most support in digital and ethical competences for hybrid education.
Background:
Hybrid education has become a topical issue, and identified as an area for development.
Aim:
The aim of this study was to describe and explain educators’ hybrid education competence areas in higher education and the factors associated with these areas.
Methods:
The data was collected nationally in Finland using the HybridEduCom instrument (Likert scale 1–5) from social, healthcare, and health science educators (n = 1689) between August and November 2022, with a response rate of 12% (n = 206).
Results:
Logistic regression analysis was used to identify the effects of educators’ background factors on the hybrid education competence. Educators rated interaction competence as the strongest (3.15) and digital pedagogical competence as the weakest (2.78). Three clusters of competence profiles—A (an advanced level, 31.1%), B (a good level, 42.2%) and C (a beginner level, 26.7%)—were generated from the data, with a statistically significant difference (p < 0.001).
Conclusions:
This study showed that educators need the most support in digital and ethical competences for hybrid education.
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