Educational intervention to support development of mentors' competence in mentoring culturally and linguistically diverse nursing students: A quasi-experimental study

Oikarainen, Ashlee; Kaarlela, Veera; Heiskanen, Marjut; Taam-Ukkonen, Minna; Lehtimaja, Inkeri; Kärsämänoja, Taina; Tuomikoski, Anna-Maria; Kääriäinen, Maria; Tomietto, Marco; Mikkonen, Kristina

doi:10.1016/j.nedt.2022.105424

Cited by 14 publications

(15 citation statements)

References 22 publications

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“…Using a quantitative approach to explore the relationship, the study allows nursing workers to see the key role between workload and satisfaction, which can also help increase their psychological motivation at work. Oikarainen et al [ 21 ] present guidance on clinical safety and cultural aspects of nursing work for nursing students from diverse backgrounds. It believes that evaluating educational interventions will diversify the culture and language of nursing teaching, which will help nursing students deepen their knowledge and understanding of nursing work.…”

Section: Related Workmentioning

confidence: 99%

Learning of Short Video Text Description of Nursing Teaching Based on Transformer

Cao¹

2022

Computational Intelligence and Neuroscience

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Nursing is an important task in modern medical treatment, which can assist patients in the treatment and rehabilitation process. Nursing practitioners’ skills and mentality can affect patient recovery and the speed of treatment. Therefore, there are already a large number of colleges and universities to carry out nursing teaching work. However, the current nursing teaching work still adopts the traditional teaching mode, which is no longer in line with the nursing work of the present era. Nursing teaching not only imparts nursing expertise to students, but it also requires higher practical ability. This study considers the integration of short video technology and text teaching mode into the teaching work of nursing. This study also used the transformer method to extract and predict the characteristics of nursing knowledge, nursing actions, and student satisfaction in short nursing teaching videos and texts. This study also explores the temporal characteristics existing in short videos of nursing teaching. The results show that the T-CNN-L method has higher accuracy than the T-CNN method in predicting the relevant features of nursing teaching short videos. The T-CNN-L method can also accurately and efficiently extract and predict nursing knowledge features and nursing action features.

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Section: Related Workmentioning

confidence: 99%

Learning of Short Video Text Description of Nursing Teaching Based on Transformer

Cao¹

2022

Computational Intelligence and Neuroscience

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“…The instrument was designed based on the results presented by Oikarainen et al (2019) and Mikkonen et al (2021). It includes three sum‐variables and 20 items (Oikarainen et al, 2022) and measures the cultural competence (Figure 1). In the instrument, respondents answered nine background questions and scored items with a four‐point Likert scale (1—fully disagree, 2—disagree to some extent, 3—agree to some extent and 4—fully agree).…”

Section: Methodsmentioning

confidence: 99%

Competence development in collaborative hybrid learning among health sciences students: A quasi‐experimental mixed‐method study

Pramila‐Savukoski

Kärnä

Kuivila

et al. 2023

Computer Assisted Learning

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BackgroundHealth 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.ObjectivesTo observe and evaluate health sciences students' competence development in a collaborative hybrid learning context.MethodsThis 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.ResultsIn 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.ConclusionCollaborative 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.

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“…Previous research regarding culturally and linguistically diverse nursing students in countries such as Italy (Randon et al, 2020), Australia (Lin et al, 2021), Turkey (Kol et al, 2021) and Norway (Strøm et al, 2023) echo research findings from Finland relating to experiences of culturally and linguistically diverse nursing students in clinical learning environments (Mikkonen et al, 2017;Mikkonen et al, 2020) as well as the experiences of mentors and educators in supporting these students (Kaihlanen et al, 2021;Oikarainen et al, 2022). Research findings have shown that culturally and linguistically diverse nursing students experience both cultural and linguistic challenges that may hinder smooth clinical learning, adaptation to clinical environments and integration into healthcare environments (Ropponen et al, 2023).…”

Section: Backg Rou N Dmentioning

confidence: 99%

“…Migrant nurses and nursing students have been defined as culturally and linguistically diverse (Oikarainen et al, 2022). This cultural and linguistic diversity stems from having a different language, culture, religion, race, ethnicity, tradition, value base and belief system from the dominant group in the society to which they have immigrated (Pham et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Nurse educators' views of integrating culturally and linguistically diverse future registered nurses into healthcare settings: A qualitative descriptive study

Kamau

Oikarainen

Juntunen

et al. 2023

Journal of Advanced Nursing

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AimTo describe nurse educators' views of how culturally and linguistically diverse future registered nurses are integrated into healthcare settings.DesignA qualitative descriptive design was adopted.ParticipantsA total of 20 nurse educators were recruited from three higher education institutions in Finland.MethodsParticipants 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.ResultsThe 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.ConclusionsThe 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.ImpactThis 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 MethodThis study was reported according to the Standards for Reporting Qualitative Research (SRQR).Patient or Public ParticipationParticipating educators shared their experiences of culturally and linguistically diverse future nurses' integration.

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Educational intervention to support development of mentors' competence in mentoring culturally and linguistically diverse nursing students: A quasi-experimental study

Cited by 14 publications

References 22 publications

Learning of Short Video Text Description of Nursing Teaching Based on Transformer

Learning of Short Video Text Description of Nursing Teaching Based on Transformer

Competence development in collaborative hybrid learning among health sciences students: A quasi‐experimental mixed‐method study

Nurse educators' views of integrating culturally and linguistically diverse future registered nurses into healthcare settings: A qualitative descriptive study

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