Background: Educators in the social and health care and health sciences fields play a key role in developing the competencies of health professionals and experts. The increase in hybrid education in higher education provides flexible education but also causes additional stress for educators. In order to develop educators' competencies in hybrid teaching, it is necessary to understand educators' experiences of that. In this study, hybrid teaching means synchronous face-to-face and distance teaching.
Objectives: The study aims to describe the experiences of social and health care and health sciences educators of hybrid teaching in higher education.
Design: We employed a qualitative descriptive research design.
Participants: A total of 21 social and health care and health sciences educators were interviewed.
Methods: The data was collected through semi-structured interviews in seven group interviews and an individual interview from February 2022 to April 2022. The data was analysed using inductive content analysis.
Results: Educators felt that hybrid education brought flexibility to their teaching activities and have implemented it successfully. Moreover, educators shared that implementing hybrid teaching requires them to have pedagogical competence and technology skills, ensuring interaction with students and creating a safe learning environment. Their positive attitude towards digital pedagogy is essential. Educators recognised the need to ensure students' digital skills in hybrid education. Moreover, challenges related to assessment were also identified. Educators experienced increased workload due to pressures, psychological strain and distribution of attention. They felt that they needed support and adequate resources to implement it.
Conclusions: The results have societal value in enhancing educators' continual professional development, developing high-quality evidence-based teaching and student skills, and assessing and applying different digital solutions to hybrid education.
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