Publications by authors named "Kati Immonen"
Aim: The purpose of the study was to describe social and healthcare educators' evidence-based healthcare competence and explore the associated factors.
Design: A descriptive, cross-sectional study was carried out.
Methods: The research spanned 5 universities, 19 universities of applied sciences, and 10 vocational colleges in Finland from September to December 2022.
Background: Evidence-based healthcare (EBHC) enables consistent and effective healthcare that prioritises patient safety. The competencies of advanced practice nurses (APNs) are essential for implementing EBHC because their professional duties include promoting EBHC.
Aim: To identify, critically appraise, and synthesise the best available evidence concerning the EBHC competence of APNs and associated factors.
Background: The international mobility has increased cultural diversity in social- and health care. As such, ethical and cultural competence is an essential skill among educators. They are promoting the ethical and cultural competence and professional growth of students with diverse backgrounds and, therefore, must be ethically and culturally competent.
View Article and Find Full Text PDFBackground: Social and healthcare operating environments are constantly evolving, so educators have major responsibility for ensuring that Evidence-Based Healthcare is included in the education of future healthcare professionals and applied in their practice. A holistic understanding and implementation of evidence-based healthcare competence is critical to the delivery of appropriate, relevant, and effective healthcare.
Aim: To identify and describe social and healthcare educators' EBHC competence according to the five main components of the JBI model and associated factors to it.
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).
Background: The assessment of nursing students' nursing competence is a matter of concern worldwide and the complexity of assessing students' clinical competence has challenged educators for decades. It has been recognized that there is inconsistency among assessment methods and tools between countries and institutions.
Objective: To identify the current best evidence on the assessment of nursing students' competence in clinical practice.