Digital counselling may improve patients' health outcomes, when eHealth solutions are accessible and tailored to the patients' needs, which is especially important for people with chronic and long-term conditions such as knee osteoarthritis. This study aims to identify patients' eHealth needs to improve the quality of digital counselling in a primary care management of symptomatic knee osteoarthritis. A qualitative study was used to collect patients' eHealth needs through semi-structured interviews in a single outpatient clinic in Finland between August 2020 and November 2020. The data was analyzed using both deductive and inductive content analysis approaches. The study was reported in accordance with the Consolidated Criteria for Reporting Qualitative research checklist to improve the transparency of the study. Analysis of the data revealed five main categories to be considered when implementing digital counselling in patients with symptomatic knee osteoarthritis: background factors (functional impairments, health literacy, digital literacy, cost-related access barriers), resources (digital methods and materials), sufficiency (knee osteoarthritis-related knowledge and skills), implementation (simplicity, trust, patient-centeredness), and benefits (self-care capabilities, confidence). According to our findings, both health and digital literacy seems to be important contributors to the adoption of digital counselling in a primary care management of symptomatic knee osteoarthritis. New eHealth solutions should not replace the first visit in the outpatient clinic. Instead, the use of eHealth solutions should be based on the first visit, during which a trusting relationship between patients and healthcare providers is established. In future, the level of health and digital literacy in patients with symptomatic knee osteoarthritis should be taken account.
Due to the rapid digitalization of healthcare, it is important to strengthen professionals' digital competence, particularly to support older professionals to stay in work until retirement age. People of different ages have different digital competencies. Younger generations are 'digital natives' who have learned to use digital devices fluently from a young age, while older generations have had to learn to use them in adulthood. The increasing number of new technologies causes in some cases stress, especially for more older healthcare workers. Intergenerational learning methods for developing digital competence may offer a way to narrow digital competence gaps in healthcare. The aim of this scoping review was to identify current evidence regarding intergenerational learning methods for developing digital competence, and their outcomes. The results can be used to help develop methods for intergenerational digital competence development and improve healthcare professionals' digital competence. A scoping review was conducted across four databases (Scopus, CINAHL, Web of Science, ProQuest) without time limits. The search produced 2905 references, of which 23 studies are included in the review. Thematic analysis was used to analyze these studies' results. The results showed that a key method for intergenerational digital competence development is reverse mentoring, where a less experienced person serves as a mentor to a more experienced one. Intergenerational digital competence development methods can be done one-on-one or in groups, in classes or on digital platforms. The outcomes of these methods illustrated that they promote mutual learning, increase the digital competence of older adults and the work life skills of young mentors, and narrow the gap between generations. Using such methods, it is possible to make better use of each generation's expertise. Intergenerational learning could suggest ways of narrowing the digital gap and enhancing intergenerational communication. Healthcare could benefit from implementing intergenerational learning methods for developing digital competence, increasing the digital competence of healthcare professionals, and narrowing the gap between generations.
Qualitative content analysis is commonly used for analyzing qualitative data. However, few articles have examined the trustworthiness of its use in nursing science studies. The trustworthiness of qualitative content analysis is often presented by using terms such as credibility, dependability, conformability, transferability, and authenticity. This article focuses on trustworthiness based on a review of previous studies, our own experiences, and methodological textbooks. Trustworthiness was described for the main qualitative content analysis phases from data collection to reporting of the results. We concluded that it is important to scrutinize the trustworthiness of every phase of the analysis process, including the preparation, organization, and reporting of results. Together, these phases should give a reader a clear indication of the overall trustworthiness of the study. Based on our findings, we compiled a checklist for researchers attempting to improve the trustworthiness of a content analysis study. The discussion in this article helps to clarify how content analysis should be reported in a valid and understandable manner, which would be of particular benefit to reviewers of scientific articles. Furthermore, we discuss that it is often difficult to evaluate the trustworthiness of qualitative content analysis studies because of defective data collection method description and/or analysis description.
Health care professionals need continuous education to maintain the competencies required to provide high-quality care; in today's world, this means an understanding of digital health services. Insight into health care professionals' experiences of which aspects influence their digital health competence development is therefore highly relevant. The objective of the study was to examine which aspects influence the digital health competence development of health care professionals (nursing workforce and allied health professionals). In-depth, semi-structured interviews were conducted with 20 health care professionals (Finland n=15, Sweden n=5) from various health care settings between May 2019 and July 2020. Interviews were audio-recorded, translated verbatim and analysed with inductive content analysis. Health care professionals perceive that digital health competence development is influenced by aspects related to digital health adoption, co-workers and the work community, their manager, and opportunities for continuous education and orientation. The participants agreed that digital health competence is an important part of a health care professional's overall clinical competence. Continuous education geared towards digital health competence should be systematically designed, and potentially integrate the resources available on social media platforms. Additionally, managers and supervisors should take a stronger stance towards learning about digital health services so they can serve as role models to their employees and genuinely promote digital health competence development.
The purpose of this pilot study was to explore connection of an educational intervention on the competence of health care educators and educator candidates (n=11) in digital pedagogy as a part of national TerOpe project. An educational intervention, Basics of Digital Pedagogy was developed by the TerOpe project's experts. The participating educators and educator candidates of the educational intervention were recruited from the universities and university of applied sciences, which were involved in TerOpe project. All the participants of the educational interventions were invited to take part in this study. The educational intervention was conducted during spring 2019. Pre- and post-tests were implemented digitally by using an Educators' and Educator Candidates' Competence in Digital Pedagogy self-assessment instrument (OODI), which was developed for this study. The OODI includes 32 items divided in six digital competence areas professional engagement, digital resources, teaching and learning, assessment, empowering learners and facilitating learners' digital competence. The data was analysed statistically. The self-assessed level of overall competence in digital pedagogy and competence in all competence areas of digital pedagogy increased statistically significantly during the intervention. The educational intervention used in this study seems to increase educators' self-assessed competence in digital pedagogy. We recommend that all educators be encouraged to conduct continuous education on the basics of digital pedagogy.
Background and purpose: Educators' ethical competence is of crucial importance for developing students' ethical thinking. Previous studies describe educators' ethical codes and principles. This article aims to widen the understanding of health- and social care educators' ethical competence in relation to core values and ethos. Theoretical background and key concepts: The study is based on the didactics of caring science and theoretically links the concepts ethos and competence. Methods: Data material was collected from nine educational units for healthcare and social service in Finland. In total 16 semi-structured focus group interviews with 48 participants were conducted. The interviews were analysed with a thematic analysis according to Braun and Clarke. Ethical considerations: The study is approved by the Declaration of Helsinki, the legislation regarding personal data and the General Data Protection Regulation. The study received ethical permission from the University of Jyväskylä. Informed consent was obtained from all the educational units and participants in the study. Findings: The findings are presented based on three general patterns, an ethical basic motive, an ethical bearing and ethical actions. Subthemes are Humane view of students as unique individuals with individual learning, Bearing of tactfulness and firmness, Bearing of perceptiveness and accessibility, Bearing of satisfaction and joy over student learning, Valuing bearing towards each oneself and colleagues, Ability to interact and flexibility, Collegiality and a supportive work community and Educators as role models and inspirators. Conclusion: Educators' personal and professional ethos is crucial to student learning, personal growth and ethical reasoning. Therefore, it is important to further develop educators' training regarding ethical competence. ; peerReviewed
We are witnessing an emerging digital revolution. For the past 25–30 years, at an increasing pace, digital technologies—especially the internet, mobile phones and smartphones—have transformed the everyday lives of human beings. The pace of change will increase, and new digital technologies will become even more tightly entangled in human everyday lives. Artificial intelligence (AI), the Internet of Things (IoT), 6G wireless solutions, virtual reality (VR), augmented reality (AR), mixed reality (XR), robots and various platforms for remote and hybrid communication will become embedded in our lives at home, work and school. Digitalisation has been identified as a megatrend, for example, by the OECD (2016; 2019). While digitalisation processes permeate all aspects of life, special attention has been paid to its impact on the ageing population, everyday communication practices, education and learning and working life. For example, it has been argued that digital solutions and technologies have the potential to improve quality of life, speed up processes and increase efficiency. At the same time, digitalisation is likely to bring with it unexpected trends and challenges. For example, AI and robots will doubtlessly speed up or take over many routine-based work tasks from humans, leading to the disappearance of certain occupations and the need for re-education. This, in turn, will lead to an increased demand for skills that are unique to humans and that technologies are not able to master. Thus, developing human competences in the emerging digital era will require not only the mastering of new technical skills, but also the advancement of interpersonal, emotional, literacy and problem-solving skills. It is important to identify and describe the digitalisation phenomena—pertaining to individuals and societies—and seek human-centric answers and solutions that advance the benefits of and mitigate the possible adverse effects of digitalisation (e.g. inequality, divisions, vulnerability and unemployment). This requires directing the focus on strengthening the human skills and competences that will be needed for a sustainable digital future. Digital technologies should be seen as possibilities, not as necessities. There is a need to call attention to the co-evolutionary processes between humans and emerging digital technologies—that is, the ways in which humans grow up with and live their lives alongside digital technologies. It is imperative to gain in-depth knowledge about the natural ways in which digital technologies are embedded in human everyday lives—for example, how people learn, interact and communicate in remote and hybrid settings or with artificial intelligence; how new digital technologies could be used to support continuous learning and understand learning processes better and how health and well-being can be promoted with the help of new digital solutions. Another significant consideration revolves around the co-creation of our digital futures. Important questions to be asked are as follows: Who are the ones to co-create digital solutions for the future? How can humans and human sciences better contribute to digitalisation and define how emerging technologies shape society and the future? Although academic and business actors have recently fostered inclusion and diversity in their co-creation processes, more must be done. The empowerment of ordinary people to start acting as active makers and shapers of our digital futures is required, as is giving voice to those who have traditionally been silenced or marginalised in the development of digital technology. In the emerging co-creation processes, emphasis should be placed on social sustainability and contextual sensitivity. Such processes are always value-laden and political and intimately intertwined with ethical issues. Constant and accelerating change characterises contemporary human systems, our everyday lives and the environment. Resilience thinking has become one of the major conceptual tools for understanding and dealing with change. It is a multi-scalar idea referring to the capacity of individuals and human systems to absorb disturbances and reorganise their functionality while undergoing a change. Based on the evolving new digital technologies, there is a pressing need to understand how these technologies could be utilised for human well-being, sustainable lifestyles and a better environment. This calls for analysing different scales and types of resilience in order to develop better technology-based solutions for human-centred development in the new digital era. This white paper is a collaborative effort by researchers from six faculties and groups working on questions related to digitalisation at the University of Oulu, Finland. We have identified questions and challenges related to the emerging digital era and suggest directions that will make possible a human-centric digital future and strengthen the competences of humans and humanity in this era.
